OECD Thematic Review on Recognition of non-formal and informal learning

Country Background Report Norway 2006by

THE ROYAL NORWEGIAN MINISTRY OF EDUCATION AND RESEARCH

Authors: Carlsten, T.C; Mohn, T.N; Brandt, E.; Turmo, A.

New OECD Activity on Recognition of Non-formal and Informal Learning

(RNFIL)

Country Background Report 2006

NORWAY

Table of contents

Introduction 3Component 1: Contextual factors 1.1 Demographic change 61.2 Internationalization 91.3 New ICT 101.4 Economic developments and skills shortage/mismatch 121.5 Social developments 141.6 Others 16Component 2: Description of institutional arrangements 2.1 Political and legal framework 182.2 Governance and the role of government 272.3 Resources 302.4 Others 32Component 3: Description of technical arrangements 3.1

Qualifications, qualification systems, qualification framework 33

3.2 Credit accumulation and transfer 363.3 Assessment methods and procedures 363.4 Others 41Component 4: Stakeholder behaviour 4.1 Characteristics of stakeholders 424.2 Access 444.3 Participation 464.4 Incentives and disincentives 474.5 Others 50Component 5: Case studies on benefits and barriers 5.1 Economic benefits 525.2 Educational benefits 585.3 Social benefits 615.4 Personal benefits 635.5 Others 64Component 6: Conclusions and challenges 65Annex I / II 70

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Introduction

Recognition of learning is recognition of changes in outcomes. Outcomes of learning made visible and valuable for the individual, and outcomes of learning made functional for society as a whole. By recognizing non-formal and informal learning, we dispose the individual to empowerment and increased portability of outcome between different sectors of learning. By recognizing non-formal and informal learning, we simultaneously dispose society to acknowledgments of a multitude of competencies passing from a state of inattention into a new state of knowledge. This country background report is focusing on national policies and procedures of recognition of non-formal and informal learning in Norway. How far have we come after five years of experience with a recognition system? As one of 20 nations participating in the New OECD Activity of Non-formal and Informal Learning (RNFIL), Norway is providing information on the role of governance, on input, processes and output of the recognition system, as well as information on personal and professional development. The background report thus provides some insight into the Norwegian scene prior to the planned OECD visit in 2007. This visit is to be administrated by the Ministry of Education and Research, aiming to advance understanding of stakeholder behaviour, to investigate what is working and not working within current practice, and to capture innovative case studies and unintended policy outcomes. The background report has been prepared by the researchers Tone Cecilie Carlsten, Ellen Brandt and Are Turmo of NIFU STEP Studies in Innovation, Research and Education in close collaboration with senior advisor Torild Nilsen Mohn of the National Institute for Adult Learning (Vox). Programme Director Bjørn Stensaker of NIFU STEP served as an advisor to the project, and Tone Cecilie Carlsten as the coordinating project leader. Data was gathered from a series of relevant international and national papers, reports, laws and white papers on education and training. Where evidence was hard to obtain due to documentation lag of policy impact, substantial support was received from contacts within educational and research institutions, companies and different levels of governance. Correspondence with the OECD project leaders also yielded significant clarifications. A reference team consisting of members from social partners, educational associations and the government met with the project group on four occasions within a two month period. The reference team consisted of the following representatives: Gry Høeg Ulverud, Anne-Brit Udahl, Sveinung Skule and Kari Østvedt (Ministry of Education and Research, KD), Anne Husby (Directorate for Education and Training, UDIR), Helge Halvorsen (Confederation of Norwegian Enterprises, NHO), Tove Johansen (Norwegian Confederation of Trade Unions, LO), Vigdis Haugerud (Norwegian Institute for Adult Learning, Vox), Cathrine Thue (The Norwegian Association for Adult Learning, Vofo/NAAL), Marianne Løkholm Lewin and Vigdis Olsen (The Confederation of Unions for Professionals, Norway, UNIO), Mona Majgaard (The Norwegian Association of Higher Education Institutions, UHR), and Inger Lise Pettersen and Kjell-Ole Stifjeld (The Norwegian Association of Local and Regional authorities, KS). All representatives provided the project group with invaluable context-sensitive contributions. In addition, the Ministry of Education and Research provided input on

future policy-developments. All encounters and correspondence ensured transparency in the process and added legitimacy to the product. The core concepts in the RNFIL-approach are defined as follows by the OECD:

• Formal learning: Refers to learning through a programme of instruction in an educational institution, adult training centre or in the workplace, which is generally recognised in a qualification or a certificate.

• Non-formal learning: Refers to learning through a programme but it is not usually evaluated and does not lead to certification.

• Informal learning: Refers to learning resulting from daily work-related, family or leisure activities.

This administrative conceptualization of learning serves as a generally accepted model within Norwegian policy-making. It is context-sensitive and offers a clear-cut focus when it comes to allocation of funding. As much as all learning comprises both formal and informal elements, an administrative categorization is given priority in this report, offering an uncomplicated model in analyzing coherence and transitions between contexts. In fact, Norway has been acknowledged as a quick achiever in reform efforts aiming to move beyond conceptualizations and catchphrases of lifelong learning and towards action and enactments linking multiple realities of ‘learning economies’ and ‘knowledge economies.’ The last decade has seen several experience-based approaches integrating education, labour market and welfare policies, as well as establishing delivery mechanisms for local level management. On the input side, the complementary nature of proactive and mitigating measures of learning and training has been emphasized in consistency with international developments, particularly at the European level. On the output side, evidence on transparency, predictability and cost-effectiveness of the Norwegian recognition system is not clearly established. More information is also needed to provide policymakers with valid input on individuals’ succeeding labour performance and living standards. There are several reasons for lack of evidence on the output side: The first reason is closely linked to the mandate and timeframe made available in compiling this report, which did not allow for collection of new data. Despite major efforts to obtain sufficient baseline data needed for justified conclusions, it is obvious that further studies are required to provide valid input for evidence-based lifelong learning governance in these matters. The second reason for the knowledge gaps may be related to the fact that the educational governance system in Norway traditionally has been building on trust rather than formal accountability measures. Included in this perspective is the inherent complexity in comparative queries, as several of the questions asked by the OECD were interpreted as irrelevant within the Norwegian context. There is also a significant methodological challenge in applying administrative categorizations in effect studies. Although the distinction between formal, non-formal and informal learning seem indicative when collecting data on the input side, this distinction is revealed as rather blurry and ambiguous when transferred to the research scene of measurements and evaluations. The final reason for seemingly unclear evidence on the output-level may be understood within the current efforts of bridging learning competencies and knowledge creation and sharing into innovative systems. In order to attend to a whole-of-government approach to lifelong learning, main attention is still focusing on establishing coherent input elements within and across sectors.

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In order to get a better grasp at this moving target, the six components to follow address relevant contextual factors, descriptions of institutional and technical arrangements, stakeholder behaviour, case studies on benefits and barriers, as well as conclusions and challenges ahead.

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Component 1: Contextual factors

The impact of an aging population and the inflows of immigrant workers are high on the international agenda of sustaining economic developments and improving allocation of human capital. Recognition of non-formal and informal learning is one way of attending to demographic issues, allowing for increased flexibility within the labor market and facilitated access and mobility within educational programs. International mobility and flexible learning linked to modularization and use of new technology is a concurrent theme in policy developments on education, training and recognition of skills. This component explores the potential impact of such contextual factors on education, training, and recognition of skills and competencies.

1. 1. Demographic change

1. 1.a) Changes in the profiles of learners Aiming to improve workplace skills and to promote lifelong learning, the Competence Reform was launched in 1999.1 This was a result of negotiations on a central level throughout the 1980s and 1990s, as social partners expressed concern for the increasing need of an action plan for competence enhancement in the labor market. Educational whitepapers also signalized the need for support structures needed to accommodate competence enhancement and recognition of non-formal and informal learning. The establishment of a recognition system was a major political achievement, and has served as a nexus for subsequent policy developments within areas such as education, inclusion and social welfare, and senior citizen reports. This may be seen as a response to national changes in demography as well as addressing national and international policy visions of lifelong learning. Compared to other OECD-nations, the demographic pattern of learners in Norway deviates on central indicators: The tendency to enter post-secondary education is relatively high for the older age cohorts. This is due to alternations between studies and full-time work; to the fact that a large number of learners start their career of study as adults; and due to a low level of completion in several areas of study. These features, in addition to the high number of students in post-secondary education, are also regarded a consequence of the length of academic, professional, and vocational education being higher in Norway compared to other nations.2

Overall, data on Norwegian population indicate an increase in the average age of the labour force, and a decrease in the active work force relative to senior citizens in the years to come. These demographic changes are concurrent with an expected growth in the demand for post-secondary education. According to demographic trends, there seems to be no reason for 1 KUF (1999): The Competence Reform. Whitepaper 42 1997-98. 2 UFD (2001): The Quality Reform. Whitepaper 27 2000-2001.

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expecting the demand for post-secondary education the decline in the years to come. The White Paper on the Quality Reform, the latest reform within higher education explains this scenario on the basis of current trends: First, post-secondary education in Norway is perceived as a democratic expectation due to the role of education in the current and future prospects of macro-economical factors. These are related to continuous economic developments and social welfare, as well as to individual participation in the knowledge society. Second, a well established educational system open to learners based on formal, non-formal and informal competencies is in itself promoting increases in demands. High quality and easier access are regarded the more important factors for increasing recruitment to formal educational institutes. A third explanation for the expected demand for post-secondary education is linked to the size of classes of 19-year olds increasing from the current level of 53 000 persons to an estimated number of 62 000 in 2010. A fourth aspect of demographic change and changes in the profiles of learners within the Norwegian context is found when approaching one of the main challenges for the Norwegian economy; linking the adaptability between re-qualification and recognition of learning to the continuous growth of a highly competent and flexible work force. Rapid changes in the educational length of the younger cohorts are resulting in a generation gap, the entering work force holding a significantly longer education than those already belonging to the occupational groups. A large number of the more experienced workers are expected to want to return to studies as adults for further learning or re-qualifications. Access based on the recognition of non-formal and informal learning, as well as increasing opportunities in combinations of work and studies is expected to offer support structures for this demand. A more specific answer to the issue on changes in learner profiles depends, however, to a large extent on the time perspective applied. In a longer time perspective, several changes have happened. If we for example look at the proportion of the age group from 35-59 years enrolled in all levels of education (ISCED 3-6), the percentage was doubled from 1982 to 1992 among first generation immigrants. However, in 2002 the percentage is approximately the same as in 1992. The participation rates for both males and females in general have increased substantially from 1982 to 2002, but the increase is far more significant for females. In 2002, the percentage is more than twice as high for females compared to that of males. Concerning socio-economic background, it has been found that approximately nine percent of the participants in 2002 had at least one parent with an ISCED 5 or 6 qualification. In 1982, the percentage was approximately ten. However, in the 90s the percentages were somewhat lower (around six percent).3

According to data from The Norwegian State Educational Loan Fund on the number of students in higher education receiving financial support, the increase in the period from 2001-2004 was in general larger in the age groups above 30 years old, compared to the 19-29 age group.4 Data also show that the number of entrant students above 25 years of age increased by 76 percent in the period from 1991 to 2003. This accounted for 77 percent of the total increase in this time period. Further analysis show that the number of female students in this age group increased by 91 percent in the same period, while the increase for males was 56 percent. The

3 Helland, Håvard & Opheim, Vibeke (2004): Kartlegging av realkompetansereformen. NIFU Skriftserie

6/2004. 4 Opheim, Vibeke (2005): Utdanningsstøtte i endring og vekst. NIFUSTEP Skriftserie 9/2005.

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increase in numbers of ‘older’ entrant students was especially high in the period from 1999 to 2003.5

1. 1.b) Demographic changes in different sectors

When it comes to demographic change (ageing population and migration) on participation in different sectors of education and training, our sources indicate, as previously stated, that the number of entrant students above 25 years of age increased by 76 percent in the period from 1991 to 2003. This accounted for 77 percent of the total increase in this time period. However, it would be somewhat misguiding to merely state this as a consequence of an ageing population. Changes should be measured according to opportunities provided through the Competence Reform, and different support structures such as the financial model for attracting new students in higher education.6 Furthermore, in the period from 1991 to 2003 there has been a large increase in the number of new students with immigrant backgrounds in Norwegian higher education.7

1. 1.c) National policy on migration

In Norway, there is no explicit national policy regarding migration of low-skilled or high-skilled. However, many immigrants have high educational qualifications, and a goal in the implementation of a national recognition system in Norway was to enable competence identification and validation for adult immigrants. The New Act on Vocational Assessment § 4A-3 (enacted March 14th 2003) gives immigrants who have recently arrived in Norway and registered jobseekers not entitled to upper secondary education the opportunity to do an assessment of their non-formal and informal learning, including vocational testing. It is, however, still debated whether they experience recognition of their homeland education in Norway or not. Many immigrants also struggle to get a job that is compatible with their educational qualifications. Currently, important policy initiatives are taken to strengthen the language skills of immigrants and to increase the number of immigrants that succeed in high school. For instance, the Norwegian Directorate for Education and training presented a preliminary language portfolio for adult immigrants January 2006. This initiative was based on the Common European Framework of Reference (CEFR), and is be validated by the Council of Europe in the near future.8

1. 1.d) Changes in higher education admission policies

The Quality Reform already mentioned in 1.1.a) was implemented in the Norwegian higher education sector. Although not directly related to demographic changes, it benefited from

5 Næss, Terje & Støren, Liv Anne (2006): Hvem er de nye studentene? Bakgrunn og studievalg. NIFU STEP

Arbeidsnotat, 3, 2006. 6 FIN (2002): The new financial model in education. St.prp. 1 (2002-2003). 7 Næss, Terje & Støren, Liv Anne (2006): Hvem er de nye studentene? Bakgrunn og studievalg. NIFU STEP

Arbeidsnotat, 3, 2006. 8 UDIR/VOX (2006): What works in innovation in education? Country report OECD/CERI.

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strengths already achieved through the competence reform efforts when addressing issues of non-formal and informal learning.

1. 2. Internationalization

1. 2.a) Integration strategies of migrant population

The Norwegian Agency for Quality Assurance in Education (NOKUT) appointed a working group to evaluate whether a recognition system can be implemented for refugees with limited documentation of their higher education. This group compiled a report discussing the background for implementing of such a system.9 They also discussed the formal basis of recognition and the problems refugees face within existing recognition systems. Furthermore, they addressed the need for new systems and possible consequences. Finally, the working group proposes a system of recognition. The proposal includes a recognition system based on portfolio assessment, consisting of secondary documentation, reconstructions and reports from interviews with the applicant, and eventually a subject related thesis. The system has two phases. The first phase is a survey done by NOKUT or an educational institution, and the second phase is a subject related evaluation done by a higher education institution. The applicant can get recognition of a degree or part of a degree given by the institution. The group suggested a pilot project to test the proposed system.

Another integration strategy is related to the changes in the New Act on Vocational Assessment § 4A-3 (enacted March 14th 2003) giving recently arrived immigrants and registered jobseekers not entitled to upper secondary education the opportunity to do an assessment of their non-formal and informal learning. The process includes vocational testing. The Ministry of Education and Research has appointed a committee to discuss problems related to the present recognition system in higher education. Part of the committee’s mandate is to suggest changes that can make the recognition process related to foreign education simpler, faster, more user-friendly, but still fair. The committee is asked to discuss changes that can improve the integration of immigrants in Norwegian working life, submitting a report prior to December 1st, 2006.

1. 2. b) Promoting portability of learning outcomes

There are several national policies and higher education institutional approaches currently being taken to promote comparability, visibility and portability of learning outcomes through non-formal and informal learning promoting cross-border mobility. Evidence of this may be found within the Norwegian harmonization of the Quality Reform and responses to the Bologna-processes,10 in connection to the Europass-arrangements,11 and within the national approaches to a European Qualifications Framework.12

9 NOKUT (2003) : Godkjenning av utenlandsk høyere utdanning for flyktninger med mangelfull dokumentasjon.

Arbeidsgruppens rapport, februar 2003. NOKUT. 10 UFD (2001): The Quality Reform. Whitepaper 27 2000-2001 11 www.europass.no

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1. 3. New ICT

1. 3.a) Credit transfer through modularisation and new technology

Module-based organisation and training systems is relatively common in European countries. According to CEDEFOP’s European Inventory on validating non-formal and informal learning, modules are defined as “a particular organisation of education and training that treats parts of the curriculum as separate elements which can then be concluded independently from one another and combined according to the needs of individuals.”13 As such, it is assumed that education and training organized in modules allows more flexibility and individualized learning paths. In Norway, important steps towards a flexible system have been taken in relation to the validation of competence based on prior experiential learning. The case of Norway has illustrated that validating non-formal training can be introduced without a fully developed modularized system. It seems hard, however, to provide evidence of modularization of learning and the new recording system opened up by the new information and communication technologies to promote credit transfer. Private actors deliver a variety of solutions, and it would require an extensive survey to get some sort of overview. Within the educational sector, however, it may be claimed that the recent modularized arrangements in higher education function as a platform for such solutions offering recognition between units. Within some counties further inquiries into modularized solutions of flexible and web-based work-place training would provide more evidence.

1. 3.b) New qualifications opened up by new technology

The new information and communications technologies open up for new qualifications. Some evidence point to the fact that the unfolding field of new competencies leads to supplementary and/or more timely approaches to certifications in the labour market than traditional academic qualifications, e.g. issuing of certificates by major enterprises.

The National Institute for Adult Learning, Vox, has developed a competency hierarchy regarding digital competencies (www.vox.no). The lowest level is labelled “User”. A person at this level can use digital tools and services to solve concrete tasks in work life, private life or as a citizen. The person can only use systems for learned purposes and need guidance if he/she shall use other digital tools or services. This includes the use of both simple and more advanced tools and services. The collection or production of information is typically related to concrete and well-known tasks or situations.

The next level is labeled “Understands”. A person at this level can understand the structure of digital device application, also related to communication, information and digital self-service. The person can generalize and use new and similar devices and services without extensive guidance. The user sees the benefits, has less need for guidance and can independently follow instructional sequences to find, create, save and communicate information based on specific agendas. 12 ec.europa.eu/education/policies/educ/eqf/index_en.html13 Colardyn & Bjørnåvold (2005): European Inventory on validating non-formal and informal learning

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The highest level is labeled ”Mastery”. At this level the person has a good overview of digital devices and services. The person make more advanced evaluations of the relevance of different devices and services and applies those who are most relevant in relation to tasks to be solved. This may involve an evaluation of the quality of information from different sources. The person can meet his or her own needs, exchange relevant information and solve tasks in many different situations.

Serving as an example from the business markets, Microsoft Norway state that they put major emphasis on recognition processes related to ICT skills. They claim that certifications play a very important role for customers, business partners, as well as in the ICT industry in general. Higher competition in the labor market increases the individual’s need for documentation of competencies and skills. The certifications are organized as personal exams, and they correspond to certification programs in Microsoft’s partner firms. 70% of the firm’s business partners consider certified staff to be more productive. The firm also states that the recognition provides a reliable benchmark for hiring, developing, and retaining talented staff.14

1. 3.c) E-portfolio as a tool to record learning outcomes The Program for Digital Competence 2004-2008 lists the use of e-portfolio as a preferred tool for recording learning outcomes in the information society. The Program is being implemented in cooperation between the Norwegian Ministry of Education and Research and the Ministry of Trade and Industry as part of the governmental eNorway-plan on digital competence. In their program they maintain that ICT-based competencies require ICT-based assessments, and that e-portfolios seems a timely approach to this matter. A digital portfolio may include digital sound, video, graphics and hypertext, documenting learning processes and learning outcome. In the final and summative evaluation, a combination of portfolios and more traditional examinations are being recommended.15

Norgesuniversitetet (Norway Opening Universities) has developed programs and projects addressing the use of portfolios.16 Key activities and experiences include developments and use of digital portfolios in the professional qualification systems of teachers. The project referred to, the PLUTO-project (Project Alternative Assessment Methods in Teacher Training), included experiences with both individual and collective portfolios. The project was carried out at the Department of Teacher Training at Vestfold University College, the Department of Teacher Education and School Development at the Faculty of Education, University of Oslo, as well as the Department for Teacher Training at Stord/Haugesund University College. The aim of the project was to strengthen links between instruction and assessment, and to find methods simultaneously functioning as tools of learning and 14 Manager of Training, Certification and Partner Programs, Microsoft Norway, personal communication,

September-October, 2006. 15 UFD (2004): Program for Digital Competence 2004-2008. 16norgesuniversitetet.no/seksjoner/skg-Digitale-mapper;

www.estandard.no/docs/sluttrapport_estandar-prosjektet.pdf

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evaluation. Achievements from the project include all three participating institutions implementing e-portfolios as part of learning and evaluations in the programmes for teacher training since 2003. Challenges to such solutions within the formal educational system has been to develop standard criteria for formative assessments, procedures for including external assessors, as well as standards for selection of content in e-portfolios and scope of use and integration of digital media.17

The Program for Digital Competence also sums up Norwegian experiences with e-portfolios, expressing concern for hardware-distribution, competence and digital literacy by end users. The lack of established criteria for copyright for learning resources also seems to be a field of concern, especially within the current market structure which is assessed as not working satisfactorily. Challenges are connected both to supply and demand.

The development of Competence Passports may serve as evidence on the use of e-portfolios to facilitate transfer between formal, non-formal and informal learning, as they are intended for credit transfer outside the context of origin.18 See Component 5.1 for an elaboration.

1. 4. Economic developments and skills shortage/ mismatch

1. 4.a) Legal framework and human capital

Upon initiation of the Competence Reform in Norway aiming to establish a recognition system, a committee was summoned to address issues of costs and benefits. The committee suggested a slow mode of implementation due to financial risks, but concluded that a reform within the sectors of education, employment and trade was an important means in ensuring long-term financial benefits and skills distribution.19 With the exception of an ECON analysis from 2004, no costs and benefits analyses of specific initiatives have been undertaken, leaving us with mere general assumptions about the degree of which the Norwegian system is considered effective and beneficial.20 The White Paper introducing the Competence reform refers to reduced costs related to recognition of competencies as opposed to costs related to comprehensive programmes of formal education. In a report commissioned by the National Institute for Adult Learning (Vox) similar assumptions about gains and losses are presented on a theoretical level. Scenario cases based on evidence has not as yet been conducted.

In general, there is an extensive cooperation between the labour market and different educational institutions on the local level in Norway, but the responsibility for finding solutions is mainly left to individuals alone. It is therefore not easy to find sets of data on the systemic level for use in evaluations on how the recognition system is linked to macro-strategies for economic development and skills shortage/mismatch. A barrier to efforts of cooperation seems to be that the aims of the different political fields are quite distinctive. For 17 munin.hsh.no/lu/pluto/Mappevurdering/sluttrapport291003.doc

18 Eldring, Line & Skule, Sveinung (1999): Kompetansedokumentasjon for ingeniører. Praksis, behov og utfordringer. Fafo-notat 1999:16. Oslo: Fafo.;

Skule, Sveinung & Andersen, Bjørn (2000): Dokumentasjon av realkompetanse i teknologiindustrien. Evaluering av TBL of Fellesforbundets dokumentasjonsordning for arbeidslivet. Oslo: Fafo. Fafo-rapport 363.

19 UFD (2002) The Competence Reform - Action Plan 2002-2003 3rd edition. 20 Ure, Oddbjørn (2004) European Inventory.

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the labour market, the goal is to get applicants into ordinary jobs as quickly as possible, while the goals for the educational institutions is to ensure increases in the level of competencies.21

Related to reform efforts to establish a recognition system, a group was commissioned to evaluate the usage of knowledge from Norwegian Employment and Welfare Organisation (renamed from aetat 2006) in strategies of further education, concluded that the organization only to a lesser degree was involved in this cooperation, and recommended increased efforts to contribute.22

In a study conducted by the National Institute for Adult Learning (Vox) two main characteristics of county administrations’ work related to adults were found.23 One group of country administrations were focusing on finding flexible solutions for the individuals, and by this promoting an increase in the competency level of the region, as well as regional development. The other group of administrations was more oriented towards laws and regulations and applied the regulations to prioritize between applicants and to restrict access. According to Vox, the focus of these administrations was not primarily on regional development. There was a mismatch between positive attitudes in general and their actual practice.

The Educational Act makes it possible to conduct a trade or journeyman’s examination on the basis of sufficiently broad working experience of a trade of duration 25 per cent longer than the stipulated apprenticeship period. Annually more than 6000 adults use this arrangement for getting a qualification based on working experiences. Stipulations done by the Ministry of Education and Research indicates that the educational system saves € 25000 per individual per year because of this arrangements

1. 4.b) Skills mismatch

Based on demographic and economic models, Statistics Norway has estimated possible future supply-demand imbalances in the Norwegian labor market.24 The estimates show that there will be an increased shortage of nursing aids and engineers in the period from 2006-2010. Furthermore, it is anticipated that the supply of graduate engineers, graduate social scientists and vocational high schools graduates will be larger than the demand.

The Directorate of Health and Social Affairs launched a recruitment campaign related to nursing aids as part of a recruitment plan for health- and social workers lasting from 2003-2006. The aim of this plan was to improve the recruitment and the competency level in this sector.25

1. 4.c) Social disparities 21 ECON (2005): Skjæringsfeltet mellom arbeidsmarkeds-og utdanningspolitikk i 6 utvalgte land. Oslo: ECON.

Rapport 047. 22 Fafo report 724. 23 Haugerud, Vigdis, Sigrun Røstad & Tor Arne Stubbe (2004): Intensjoner og realiteter. Oslo: Vox. Rapport 6 i

Kunnskapsgrunnlaget. 24 Stølen, N.M. (2001): Tilbud og etterspørsel for ulike typer arbeidskraft. Økonomiske analyser 6/2001. SSB. 25 www.shdir.no

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According to data from Statistics Norway, 6 percent of the total Norwegian population had an income below 50 percent of the median income in 1996 and the corresponding percentage was the same in 2004.26 The percentage of single parents in this category has increased from 6 to 9 percent in the same period. However, the percentage of retired people below this level has decreased from 13 to 6 percent. The percentage of immigrants in this category was 15 in 1996 and is practically unchanged in 2004. The values for non-western immigrants are higher, around 20 percent both in 1996 and 2006. One of the most significant changes in this period is found for people receiving public economic support. The percentage with an income below the defined level was 18 percent in 1996, while in 2004 it has increased to 27 percent.

By the end of 2006, a report to the Storting (white paper) on work, welfare and inclusion will be published. This paper will also discuss recognition of non-formal and informal learning, but the details on policies are not public at present. A Norwegian program attending to such issues is the Competence Building Program (KUP), testing different models of financial support for employees in need additional support structures in learning. 27

1. 4.d), e), f) Data on recognition and redistribution of human capital/studies of groups to benefit / informal economies

As far as the authors and our informants know, there are no initiatives in Norway specifically addressing issues pointing to the recognition of non-formal and informal learning as a way of re-distributing human capital and solve the issue of skills mismatch and skills shortage and, therefore, a way to drive economic development. Regarding recognition from work in informal economies, we find this question to be irrelevant within the Norwegian welfare-state.

1. 4.g) Occupations and recognition as part of entrance

In accordance with Norwegian legislation, the right to the recognition of non-formal and informal learning applies to all individuals notwithstanding. However, the evaluation of the Competence Reform indicates a general tendency is found in the increase in number of adults enrolled in health and social studies in Upper Secondary education as well as in the University Colleges. This trend is considered to be clearly related to the new opportunities established through the recognition systems.28

1. 5. Social developments

1. 5.a) Newly evolved skills and competencies in the knowledge society

Within discussions of the knowledge economy, a much debated issue has been to identify newly evolved ‘skills and competencies.’ 26 www.ssb.no27www.vox.no/templates/CommonPage.aspx?id=161828 Fafo-report 461: The Norwegian Competence-market - overview and analysis.

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A curriculum reform is implemented in Norwegian primary and lower and upper secondary education from 2006 onwards.29 New curriculum content has been worked out for all subjects in the 10-year compulsory school and for the common subjects in upper secondary education and training. Within the “Knowledge Promotion”, schools are to prioritize the cultivation of basic skills in all subjects. This is an important foundation for all other learning. These basic skills are as follows:

1. the ability to express oneself orally 2. the ability to read 3. the ability to do arithmetic 4. the ability to express oneself in writing 5. the ability to make use of information and communication technology

The Foundation for Scientific and Industrial Research (SINTEF) has initiated a project on Cyberethics - Mobile multimedia communication and critical consciousness among youths. The main objective in this project is to create a greater critical sense and digital literacy among youths in their daily use of mobile communication. This will be done by creating a web-log on Norway’s largest newspaper on the Internet as a new communication arena for reflection of mobile communication. Scientists will also contribute with subject matter in the form of new approaches and general comments and analyses of developments in young people's use of mobile image communication. A set of ethical standards for use of mobile multimedia communication will also be developed for users of mobile services and for services that offer young people mobile content and services.30 SINTEF has also launched a project on Children's access, use and experiences of media technologies. The project's prime goal is to contribute to a better understanding to what impact technology has on children in the age group 7 to 12 years. It is seen as important to study how children use technology, and how positive use can be carried forward to both school and leisure time. The project seeks to survey different ways of using media technologies, and to develop a model which may describe children’s typical patterns of use or "user styles". Furthermore, SINTEF aim to study what impact different patterns of use have on children's perception and experiences in relation to self concept, social identity, communication and relationships. In addition, they seek to understand how social and cultural norms and codes are established in children's technological environment. SINTEF and the Fafo have made a study of social competencies in working life. The aim of the project was to discuss the definition of social competencies and how social competencies can be developed, measured and documented. This should create a baseline for discussing challenges related to social competencies in working life and suggest further initiatives. Important aspects of social competencies are the ability to listen and to be honest etc.31 Assessment criteria of such skills has been much debated.

29 www.odin.dep.no30 www.sintef.no

31 Bjørkeng, K., Skivenes, M. & Wennes, G. (2004): Sosial kompetanse i arbeidslivet. SINTEF rapport.

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Other competencies emphasized are related to intellectual competence in the Quality Reform, as well as knowledge engineering in the policy developments for educational entrepreneurship.32

1. 5.b) Recognition of new skills and uptake/progression

In Norway, the recognition processes are directly related to the curricula at the relevant level of the education system. New skills and competencies that are included in the curricula should therefore be an integrated part of the recognition process. The recognition processes are typically followed by further learning in an organized setting.

1. 5.c) Evidence of recognition contributing to democracy and citizenship

One of the eight strategic areas in the implementation plan for the Competence Reform aimed at linking the demand-driven adult education to increases in competence and consciousness about basic skills, knowledge and attitudes required for democratic participation and workplace literacy. One of the initiatives aiming at the realization of this aim was to participate in the OECD activity Adult Literacy and Life Skills Survey.33 The national framework of qualifications will propose appropriate assessment methods.

There is also some indirect evidence on recognition of learning of new competencies contributing to democracy and citizenship. In several areas Norway is changing into a ICT-based society, as there is a gradual integration of web-based services available such as web-bank, web-based tax returns, etc. In such areas questions of recognition faces uncertainty and challenges linked to documentation. Another indirect way of approaching this perspective is to look at recent changes within the formal educational system, emphasizing new modes of learning that support democracy and interpersonal understanding.

1. 6. Others

1. 6.a) Other contextual factors and influential trends driving change

In the Norwegian context, there are also other contextual factors or trends influential – directly or non-directly – of driving changes of institutional and technical arrangements and stakeholder behaviour concerning recognition of non-formal and informal learning. The public system of recognition should therefore be seen in connection with movements within the working life, where there is a focus on documenting individual competencies within firms, as well as with developments within the Third sector, where volunteer organizations etc focus on reaching their own standards of recognition. While the purpose of these initiatives is to facilitate recognition processes, challenges are still found in that the wide variety of learning complicate standardisation of assessment methods and implications for staff policies on

32 HND/UFD/RD (2004): See opportunities and make them work! - Strategy for entrepreneurship in education

2004-2008. 33 UFD (2002): The Competence Reform - Action Plan 2002-2003 3rd edition.

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promotions or wage increases.34 Furthermore, concerning the impact of transfer between formal, informal and non-formal learning in Norway, there still seem to be a need to clarify the term equivalent competence which was a major case of concern during the implementation period of the Competence Reform.35

1. 6.b) Historical backgrounds concerning RNFIL in Norway

Norway was the first OECD country to report on the educational system within the perspective of lifelong learning.36 The intention of providing criteria of equivalence between non-formal and informal learning with those of formal competencies has a long historical background in Norway. Since, 1952, the Vocational Training Act has allowed citizens to take a crafts examination, provided they had sufficient practical work experience. Validation of competencies acquired outside the formal educational system also has a longer tradition of being supported by stakeholders in the field of adult education. These include trade unions and associations providing liberal adult education. It was the intention of The Norwegian Adult Education Act of 1976 to provide for adults to have their knowledge and skills documented at all levels and areas within the public educational system, regardless of where these competencies were acquired. As evidence pointed to the fact that little progress was made in terms of technical and institutional arrangements to support this act, an objective of the 1999 Competence Reform was to establish legal and procedural frameworks to ensure implementation.37

Following initiatives from the social partners and the Norwegian parliament, a recognition system was thus determined during the late nineties. The ambition was to establish a set of criteria for recognition of competencies receiving legitimacy both within the formal educational system as well as within the labour market. This legislation serves as a basis for the input presented in Component 2 on institutional arrangements.

34 ECON (2005): Skjæringsfeltet mellom arbeidsmarkeds- og utdanningspolitikk i 6 utvalgte land. ECON-rapport

047. 35 McHenry, Joyce Hartog and Torild Nilsen Mohn (2003): Transfine – National Study Norway, Oslo: Vox.

36 OECD (2002): Lifelong Learning in Norway. Reviews of national policies for education. OECD publishing. 37 Skule, Sveinung & Ure, Oddbjørn (2004): Lifelong Learning - Norwegian experiences. Identification and

validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21.

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Component 2: Description of institutional arrangements

This component provides a description of the role of governance linked to policy developments of recognition of non-formal and informal learning, and how this is manifested in political and legal frameworks as well as in allocations of funding.

2.1. Political and legal framework

2. 1.a) Political will and policy responses linking lifelong learning and RNFIL

In Norway there has been an increased recognition of the importance of lifelong learning. As stated in 1.6.b), this has resulted in the Competence Reform which was launched in 1999. The reform was based on recognition of the fact that a well-educated population is the most important resource a country can have for the creation of new jobs, ensuring quality of life and preventing new class distinctions. But also, the rapid technical, economic and social changes are bringing about significant alterations to people’s lifestyles and the way the labour market works. In this changing society, the main objective of the reform has been to help meet the needs of individuals, society and the workplace in terms of skills and knowledge and give adults more opportunity to acquire education and training to improve their qualifications.

The Competence Reform was both a workplace reform and an educational reform. It was targeted at all adults, both employed and unemployed. It has been designed and executed based on interaction between social partners, Ministry of Education and Research, organisations and educational institutions. According to the implementation plan for the Competence Reform, one of its principal objectives was “to establish a national system for documenting and validating the non-formal and informal learning of adults, with legitimacy both in the workplace and in the education system.” This includes learning attained through paid and unpaid employment, organizational involvement, and organized training. In order to accomplish this, a national Validation Project (“Realkompetanseprosjektet”) was given a mandate to form the foundations for a national system for validation of non-formal and informal learning during 1999-2002. The priority areas for development were as follows:

• Documentation of non-formal learning in the workplace • Documentation of non-formal learning in the voluntary sector • Methods for the assessment of non-formal learning, including vocational testing • Validation of non-formal learning in respect of upper secondary education • Adjustments and possible amendments of existing laws, regulations and agreements

on the basis of experiences drawn from the project

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• Admission of students to universities and colleges on the basis of non-formal and informal learning

What the Validation Project aimed to achieve was laid down in close cooperation between the Ministry of Education and Research, the social partners and representatives of the civil society/third sector. It is further based on the Storting (Parliament) resolution in connection with parliamentary discussions of White Paper no. 42 (1997–98) relating to the Competence Reform: “The Storting asks the Government to establish a system that gives adults the right to document their non-formal learning without having to undergo traditional forms of testing.” Today the legal framework for recognition is related to the Acts in the educational sector, and it is connected to the individual legal right. 2. 1.b) Legal regulatory frameworks concerning RNFIL The legal regulatory framework concerning recognition of non-formal and informal learning is based on (1) the Education Act and (2) the Act relating to Universities and University Colleges. (1) Act relating to Primary and Secondary Education (Education Act) The Education Act No. 61 of 17 July 1998 with later amendments covers both primary and secondary education. Chapter 4A concerns education and training organised especially for adults. Adults who need primary and lower secondary education have a statutory right to such education from August 2002. This education must be adapted to the individual’s needs and life situation, such as when and where the education is to be provided and the rate of progression. The municipal authorities are responsible for providing this education. Section 4A-3. The right to upper secondary education for adults - Adults who have completed primary and lower secondary education or the equivalent but who have not completed upper secondary education have the right to take upper secondary education. The first sentence applies to adults born prior to January 1, 1978. Education for adults shall be adapted to individual needs. This right may, among other ways, be met by means of distance education facilities. The Ministry may issue further regulations concerning issues such as the question of who shall be entitled to this right, admissions, ranking and preferential rights. - Adults admitted to upper secondary education have the right to complete the full course. This applies even if they do not have the right to upper secondary education pursuant to the first paragraph. - In the case of subjects where the syllabus requires a period of instruction longer than three years, adults admitted to upper secondary education have the right to education in accordance with the period of instruction laid down in the subject syllabus. - No charge shall be made for tuition. The county authority may require adults attending upper secondary education to pay for the teaching materials and equipment normally required for their own use in connection with the course. The county authority may require payment to cover the cost of copying such materials. The Ministry of Education and Research may issue further regulations.

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Section 3-5. Trade and journeyman’s examinations without apprenticeship or schooling. It is possible to sit a trade or journeyman’s examination on the basis of sufficiently broad working experience of a trade of duration 25 per cent longer than the stipulated apprenticeship period. The County authority as represented by the county vocational training board decides whether the working experience stated by the applicant can be approved, and may in special cases approve periods of experience shorter than indicated above. As mentioned in 1.6.b), this legal possibility to take craft examinations as a ‘practice candidate’ has been in force since 1952 as part of the then Vocational Training Act and has been widely used. Adults with rights to enter upper secondary education are entitled to an assessment of their prior experiential learning, and to the acquisition of a proof of competence. Those not entitled to upper secondary are to have their competence assessed is so approved by the local district or the Ministry of Labour and Social Inclusion. The county municipalities are to issue proof of recognition of competencies on the level of upper secondary.

(2) Act relating to Universities and University Colleges

All higher education, both public and private, in Norway is subject to the Act relating to Universities and University Colleges No. 15 of 1 April 2005. Two sections concern the validation of non-formal and informal learning, for admission and for exemption. Section 3-6: Educational qualifications for entrance to higher education 1. The general basis for admission as a student (the general entrance requirement) is successful completion of the Norwegian upper secondary school and fulfilment of the requirements regarding subject combinations and hours of study laid down by the Ministry. The Ministry may stipulate that other suitable education or combinations of education and work experience shall constitute a general basis for admission. The institution shall consider whether applicants hold qualifications corresponding to the stipulated entrance requirements. 2. The institutions may grant applicants who are 25 years of age or older in the admission year admission to specific courses if they on the basis of their prior learning (formal and non-formal) hold the necessary qualifications for the course concerned. The Ministry may issue further provisions concerning documentation, procedures and any coordination. Section 3-5: Exemption from an examination or test Exemption from an examination or test shall be granted when it has been shown that a corresponding examination or test has been taken at the same or another institution. Such exemption may also be granted on the basis of another suitable examination or test. Documentation of prior learning (formal and non-formal) may also provide a basis for exemption. The Ministry may order the institutions to coordinate their practice. The board decides whether the faculty concerned or a special body at the institution shall decide on exemptions.

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2. 1.c) Aims and principles of the framework

The Norwegian approach to validation of non-formal and informal learning is characterised by38:

• It needs to be beneficial to the individual • It is based on respect for diversity • Competence development is contextual

The first bullet point addresses the issue about providing individuals that have fallen off the education wagon a second chance and give credits for their learning in the workplace, the home or any other voluntary activities. The second bullet point is an acknowledgement of the fact that not one method will suit all people and that the assessor has to be sensitive to the needs of the individual. Respect for diversity is also demonstrated in the acknowledgement of many different learning arenas with different requirements to the documentation and validation of competence. The third bullet point indicates the importance in treating a person’s competence as something that is seen as more than objective measurable. There has been a general understanding that competence is created in relation with other people in a particular context and can not be assessed in simple quantitative ways. The activity has been done in relation to three main learning arenas:

• The educational sector with a wish to visualise competences in relation to the national curriculum (in upper secondary education);

• The labour market (organisations and sector organisations) with a wish to visualise competences in relation to organisational requirements, sector requirements and international standards;

• The Third sector with a wish to visualise competences in all its forms

2. 1.d) Historical background and important drivers of legislation

The historical background implying the motives that were driving the legal and political recognition of these issues, has already been mentioned in 1.6.b) as well as in 2.1.a).

However, while adult education and lifelong learning have been issues among the social partners in Norway since the seventies, it was only during the late eighties and early nineties that the issue came to the front of the political as well as the collective bargaining agendas.39 The leading force behind this was the Norwegian Confederation of Trade Unions (LO). LO is the largest trade union confederation in Norway, organising blue-collar workers in manufacturing as well as employees of the national and local governments. The bulk of its membership is educated at upper secondary level or lower. Against a backdrop of economic recession and rapid changes in the labour market, LO identified further and continuing education for the workforce as one of its prime objectives at its 1993 congress. One of the main arguments was the danger that new class differences would emerge, as LO saw that many of their members with little or no education were increasingly being excluded from the labour market. 38 McHenry, Joyce Hartog and Torild Nilsen Mohn (2003): Transfine – National Study Norway, Vox. 39Skule, Sveinung & Ure, Oddbjørn (2004): Lifelong Learning- Norwegian experiences. The role of the social

partners in developing and implementing lifelong learning policies. Oslo: Fafo .Fafo-paper 2004:20.

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Following the congress, LO and its counterpart in the private sector – the Norwegian Confederation of Business and Industry (NHO) – agreed to add a separate chapter in the 1994 Basic Agreement on competence development. (Basic Agreements are negotiated at the national level, and constitute the common part of numerous collective agreements at the industry or sector level. They cover the most general rules for the interaction between employers and employees) The new chapter contains a joint declaration stating that “LO and NHO recognise how highly important further education is for the individual, for development of the enterprise, and for the community as a whole”, and establishes further and continuing education as a joint responsibility of the employer and the employee. The chapter further requires employers to ascertain the skills needs of employees on a regular basis, and to initiate training measures as necessary. Finally, employers are made responsible for financing further and continuing education in accordance with company needs. Succeeding the LO congress an action plan for further and continuing education was formulated and launched in 1995. The plan featured many of the proposals that later came to be realized as part of the Competence Reform. An important objective was to defend a very successful scheme for the validation of informal learning. The scheme gives workers with five years’ of sufficiently varied work experience the opportunity to register for a crafts examination as so-called practice candidates without having to go through the general theoretical examinations normally required for registering for a crafts examination. LO’s cause gained vital momentum when a parliamentary initiative ordered the Government to report to the Storting (the Norwegian parliament) on a new national policy on lifelong learning. Consequently, a public commission – dominated by representatives of the social partners in all sectors – was set up to survey the field of adult education and lifelong learning and put forward new policy proposals. The commission, which issued its report in October 1997, identified the workplace as the most important site for learning, and argued that formal learning in education settings is complementary to, and should build on, informal and non-formal learning in working life. The employers were especially keen on emphasizing informal and work-based learning, and were backed up by research that pointed to the crucial role of informal learning for employability and productivity. While informal learning had a greater emphasis than in LO’s action plan, the commission’s main recommendations included a statutory right for employees for study leave, a national system of documentation and recognition of non-formal and informal learning, statutory rights for adults to complete primary and secondary education without fees and a program of public grants to encourage companies to develop various learning activities. As part of the 1998 collective agreement between LO and NHO, a joint action plan on competence and lifelong learning was agreed upon. The importance of levelling out and preventing differences in access to learning was emphasised. The action plan adopted most of the proposals put forward by the public commission, including the principle of a statutory right to study leave, and called on the government to continue the practice-candidate scheme. The plan also detailed how study leave should be implemented, and stated that employers, employees and the authorities should all contribute to the financing of study leave, through the collective agreements and contributions from the central government. In May 1998, the government delivered a White Paper called The Competence Reform, which endorsed most of the proposals from the public commission and the LO-NHO joint action plan. The White Paper also stressed the need to construct a national system for validating

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informal and non-formal learning, which the social partners had agreed upon in their joint action plan. Following this, the Competence Reform was approved by the Storting in January 1999. The Norwegian Adult Education Act of 1976 opened up for a right for adults to have their knowledge and skills documented at all levels and areas within the public education system, independently of how these competencies were acquired. However, since it was amended, little progress has been made in terms of procedures and institutional arrangements. One of the objectives in the 1999 reform was therefore to establish improved legal frameworks as well as practical procedures that would fulfil the intentions of the 1976 act. Simultaneously, the reform broadened the perspective on validation, by aiming to assess and recognise competences acquired outside the regular education system with a view to strengthening the job prospects of low-skilled individuals.40

2. 1.e) Areas of competencies intended by government

The Norwegian parliament (the Storting) and the Government define the goals and decide the budgetary frameworks for education. The Ministry of Education and Research is Norway’s highest public administrative agency for educational matters, and is responsible for implementing national educational policy. A common standard is ensured through legislation and through national curricula. The national curricula at upper secondary level are developed by the Norwegian Directorate for Education and Training in close cooperation with the social partners. The Directorate is the executive agency for the Ministry of Education and Research. In this capacity the Directorate has the overall responsibility for supervising education and the governance of the education sector, as well as the implementation of Acts of Parliament and regulations.

In cooperation with municipal and county authorities, the National Education Office ensures that appropriate schooling is provided for young people in compliance with all regulations concerning the school, and also ensures the provision of adequate adult education facilities. In recent years considerable responsibility and decision-making authority has been delegated from the central government to county authorities. County authorities have responsibility for upper secondary schools.

2. 1.f) Operational systems for the legal framework

As a part of the national Validation Project, every county authority received funding for building up an organisation of a recognition system in each county. Most regional authorities organize this work by means of one or more “assessment centres”. Adults can acquire information, guidance and help with the validation process in relation to upper secondary education from supervisors at these centres. The centres are also responsible for quality assurance of the assessment procedure. More information is given in Component 3.3. on the description of assessment methods and procedures.

40 Skule, Sveinung & Ure, Oddbjørn (2004): Lifelong Learning - Norwegian experiences. Identification and

validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21.

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In higher education, applications for admission based on non-formal and informal learning are assessed by the individual university or university college. The qualifications of applicants have to be assessed in relation to the subjects or the programmes they wish to study. Individual institutions have the power to assess what qualifications they consider to be necessary and to decide on the appropriate course of action for carrying out this assessment. The same applies to applications for exemption from part of a study programme, based on non-formal and informal learning.

2. 1.g) Evaluations on practice

The following information refers to evaluations on how the operational systems to put the legal framework into practice have worked:

(1) Evaluation of operational systems in upper secondary education The objective of the comprehensive Vox survey “Awareness of legal rights to upper secondary education” conducted 2003-2005 was to find out to what extent adults make use of their rights to have their non-formal and informal learning assessed and an individually adapted pathway of studies established. The survey focused on the following three areas: a) the extent to which adults made use of their rights to primary and lower and upper secondary education b) whether adults have their non-formal and informal learning assessed and whether they receive tailored training c) whether adults received adequate information about their legal rights and opportunities. Issues related to motivation, finances and life situation were also incorporated in the survey. Currently, more than 21 000 adults are participating in upper secondary education organized by the Norwegian county authorities. Most (84%) attend adapted courses organized for adults. The distribution between general studies and vocational studies is 60/40. Most adults can initiate their studies within six months of their application. The proportion of adults stating that fulltime or part-time employment is their primary activity is high, and this corresponds with the fact that 68% state that their own/partners income is the primary source of sustenance while they are in training. The reason might be that many cannot afford to take an unpaid study leave. One important aspect of the statutory right to upper secondary education is that it increases the possibilities for adults to get formal training. The survey shows that only 25% are familiar with his/her legal rights and that awareness of rights also has an unequal geographical distribution. 85% do not know where to go for recognition of non-formal and informal learning. Two out of five have no idea of where to go for getting information about their own legal right to training. 20% says that the public employment offices should give information about such procedures. Those who need it most, i.e. those who have not completed upper secondary education, do not know about their statutory rights. Therefore, those who have the greatest need for new competencies do not know about, or are not adequately motivated to, make good use of his/her legal rights. The students were asked about which factors have been vital for their decision to start training. Out of those who responded to this question, 76% believed that their own motivation had had the greatest importance.

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(2) Evaluation of operational systems in higher education

The effects of the legal right to seek admission to higher education on the basis of non-formal and informal learning have been surveyed by NIFU STEP.41. A main conclusion is that the reform, by and large, work according to the intentions in providing a second chance for learners not usually linked with higher education. Institutions have worked out local guidelines for the methods and criteria of assessment (i.e. what is relevant work experience for different study programs). How the assessment is organized varies with institution: central and/or local, academic and/or administrative staff. Informants in nine selected institutions were concerned that assessment shall be individual and to the best of one’s judgment, but also just and not too resource-consuming – which point towards standardization. Before the reform was implemented, there was skepticism in higher education institutions to validation of non-formal and informal learning. Experience has led to a positive attitude to the reform in most institutions. Admitted students, selected among the applicants, are found to be highly motivated and hard working. Especially small university colleges in outlying districts value these students as a professional and economic resource - their policy is “let everyone try”. Centrally located university colleges have too many applicants, they find it hard to locate enough resources to deal with these applicant’s schemes – their policy is “do not pull the wool over their eyes” and not support unrealistic ambition. How institutions practice exemption from an examination or test (i.e. course in a study programme) based on documented non-formal and informal learning, is the focus of three recent surveys. Legally and in practice, admission and exemption are two separate processes connected to validation of non-formal and informal learning. As part of the European REFINE project, the Norwegian sub-project had two main objectives: achieve insight in the processes concerning assessment of candidates with non-formal and informal learning who apply for exemption in higher education, and conduct case studies of a limited number of candidates using recently developed tools for documentation of prior learning.42 The report shows that the selected six institutions lack procedures for the assessment of exemption candidates, and consequently dealt with the candidates in an ad hoc manner. This does not necessarily mean that these institutions are negative to the idea of exemption. Some institutions have always practised a form of validation of prior learning with regards to admission, as potential students have to document specific skills within the special field (i.e. music) they want to study. Other institutions made preliminary decisions and concluded that exemption might be granted, but that the documentation of skills was not sufficient and the candidates would have to produce documentation of actual competence rather than just a description of practise, however relevant it might seem. The suitability of documentation tools (i.e. Competence Card) was discussed in most institutions. Some of the 41 Brandt, Ellen (2002): Høgskolenes erfaringer med realkompetansestudenter fra forsøksordningene i 1999 og

2000. Oslo: NIFU. Skriftserie 11/2002; Helland, Håvard & Opheim, Vibeke (2004): Kartlegging av realkompetansereformen. Oslo: NIFU STEP. Skriftserie 6/2004;

Helland, Håvard (2005): Realkompetansestudenters bortvalg og studiepoengproduksjon. Oslo: NIFU STEP. Rapport 6/2005.

42 Haugøy, Grethe & Moe, Frank (2005): REFINE: Recognising Formal, Informal and Non-formal Education. Final report from the Norwegian sub-project. Bergen: SEVU, University of Bergen.

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institutions consider the tools inadequate since they do not specifically relate to the field of study the candidate wants exemption from. Due to lack of national or even local procedures, the institutions had different views and conclusions about the nature of exemption. When asked what the institutions maintain as the maximum number of credits a candidate may get exemption from in a Bachelor degree, the answers varied from a possible exemption of 10 % from each level – i.e. six credits yearly or 18 credits in total in a Bachelor degree – to a possible 30 credits in total in a Bachelor degree.

A national survey carried out by NIFU STEP shows that in the period 2001-2004 all universities and university colleges, public and private, received only 123 applications for exemption from examinations based on non-formal and informal learning.43 Representatives of higher education have expressed scepticism about exemption on principle. However, the majority (72%) of the applicants were granted exemption, slightly more in university colleges (74 %) than in universities (65%). The extent of exemption is usually unknown to the central level, as applications and outcome are registered at faculty level only and assessment is carried out by academic staff in departments. Interviews with academics from different faculties on their experience with assessment of applications for exemption showed they were trying to develop some subject specific guidelines, the academics referred to discussions in their departments and national subject networks/associations. A theme was that the introduction of smaller modules (5-15 credits) instead of the earlier 30–60 credit courses in humanities and social sciences made it easier to grant exemption from a module. Another theme was the obligatory study plan for each individual student that was introduced with the Quality Reform, one department used the annual talk between a student and a study tutor about the study plan to inform of and discuss possible exemption for students with relevant practice. (For more information, see 5.1.a.)

A recent inquiry had group interviews with study administrative staff in two faculties at a university and two faculties at a university college on their experience with applications for exemption from examinations based on non-formal and informal learning.44 Exemption cases were discussed in departments, faculties and personal networks; the administrative staff misses a national network to discuss principles, regulations and common problems. Legally, each higher education institution is free to decide how and who is to deal with applications for exemption. As a consequence, this varies. The two university faculties interviewed in the inquiry had different procedures. One faculty sent all applications to the departments, there to be assessed by academic staff preferable at professor level. Another faculty decided exemption on faculty level if they had earlier corresponding cases. On department level, academic staff assessed only applications that concerned principles. Other applications were assessed by department study advisors, as these were considered competent having obtained master degrees in the study programme the applications concern.

2. 1.h) Outreach activities and articulation of objectives

Outreach activities or awareness-raising activities of the framework or the operational systems have been articulated in different ways and targeted to differing audiences:

43 Brandt, Ellen (2005): Avkorting av studier på grunnlag av realkompetanse. Oslo: NIFU STEP. Skriftserie

5/2005.

44 Engesbak, H. & Finbak, L. (2006): En real avkorting? Trondheim: NTNU ViLL

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Awareness of legal rights45

Adults who had registered for the final examinations in upper secondary education in the spring term 2003 stated that they had obtained information about upper secondary education rights for adults from different sources. Most participants (more than 25%) stated that their source of information had been a supervisor in an upper secondary school or an advisor in an assessment centre (often situated in upper secondary schools). The Norwegian Public Employment service (aetat) is also considered an important information source. Most respondents (85%) know that paid leave is not included in the legal right to education. It is also encouraging to find that most students are aware of the fact that adults have the right to have their non-formal and informal learning assessed (75%) and that schooling is free (60%). However, only a few (25%) know that adults who have this legal right also have the right to tailor-made training. The county authorities will therefore have to focus on distributing information about the purpose of the assessment of non-formal and informal learning, and the connection between this process and tailored training /shortened study period. The training offered to each individual is meant to be based on his/her assessed and documented formal, non-formal and informal and formal competence, acquired from school, employment and/or recreational activities. The number of assessed students is, however, still lower than expected. Only 34% of the examination candidates respond that they have undergone an assessment of non-formal and informal learning, while 54% respond that they have not been assessed at all. Ten per cent state that they do not know whether their non-formal and informal learning has been assessed. However, there is cause for concern when more than 60% of our candidates are in fact working, but have not had their non-formal and informal learning assessed and validated.

2.2. Governance and the role of government

2. 2.a) List of ‘who does what’ for recognition of non-formal and informal learning 46

Who? What? Ministry of Education and Research

Responsible for the legal framework; The Education Act and the Act relating to Universities and Colleges.

Norwegian Directorate for Education and Training

Has the overall responsibility for supervising education and the governance of the primary and secondary education sector, as well as the implementation of Acts of Parliament and regulations.

County municipality (19) Responsible for upper secondary education (including

VET), responsible for guidance and information about the recognition system, responsible for the recognition

45 Cf. Kunnskapsgrunnlaget. Oslo: Vox. 46 odin.dep.no

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procedure, responsible for quality assurance of assessment and recognition of non-formal and informal learning

Universities and university colleges

The institutions of higher education are free to decide what constitutes the necessary qualifications for admittance to studies, and the admittance procedures are decided locally. The board decides whether the faculty concerned or a special body at the institution shall decide on exemptions from examinations.

Vox - National institute for adult learning

Information, implementation and further development of the system for documentation and validation of non-formal and informal learning in educational sector, working life and voluntary sector.

2. 2.b) List of recognition of formal learning for comparative purposes

Who? What? County municipality

Responsible for recognising foreign qualifications for admission to upper secondary school

The County Vocational Training Board

Persons who apply to have a completed foreign vocational qualification recognised as equivalent to the Norwegian qualification for the relevant subject/trade should direct their inquiries to the County Vocational Training Board. The board will then carry out a qualified assessment and in some cases consult the relevant training council for expert opinion before submitting their considered findings, in which the candidate’s qualifications are approved or rejected, to the National Education Office of the county. In each county there is a National Education Office which is the competent authority to decide on such matters

Foreign qualifications must be documented by officially certified copies of the trade or journeyman’s certificate, and if the education has been provided at school, by a school-leaving certificate. An authorised translator (e.g. at the embassy) must translate all documentation into Norwegian. Further documentation of the contents of the training (e.g. a study programme)

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may also be required.

If satisfactory documentation of a completed foreign vocational qualification cannot be made available, applicants may apply for partial equivalence of their practical experience/vocational theory, in order to register for a Norwegian trade or journeyman’s examination. Information on remaining theory/practice can be obtained from the Vocational Training Board.

The Norwegian Agency for Quality Assurance in Education, NOKUT.

Applications concerning the recognition of a foreign degree or qualification as equivalent to a Norwegian degree, a completed profession, another study programme or parts of a study programme should be forwarded to NOKUT, which again will further it to the appropriate institution in Norway. If the degree is approved, the applicant will be entitled to use the corresponding Norwegian title. This provision applies to persons who have completed their education and who primarily do not intend to continue their studies in Norway. Recognition of a degree or other qualification does not automatically give the right to practice a profession which is regulated by law. For that, an authorisation is required.

Higher education institutions are themselves responsible for the recognition of foreign higher education qualifications

2. 2.c) Model description of competencies of government

In Norway we are partly close to a model 2) a ‘predominance-of-public authorities’, because public authorities (county municipalities) are responsible for giving information, guidance and are responsible for the elements of and quality assurance of the recognition procedure. The county municipalities’ responsibilities for recognition at upper secondary level are regulated by the Ministry of Education and Research.

At higher education level, the institutions themselves are responsible for recognition of non-formal and informal learning. The Act relating to Universities and University Colleges has no requirements as to procedures and practises.

2. 2.d) Objectives, results and challenges of inter-ministerial approaches

In 2005 the Ministry of Labour and Social Inclusion and the Ministry of Education and Research initiated three projects for better coordination of the employment policy and the education policy. One of the projects is aimed to increase the number of unemployed persons who goes through recognition of non-formal and informal learning in upper secondary level. A questionnaire about the situation was sent to all county councils and employment offices. It was clear that there is a need for better cooperation and communication between these two

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authorities. Three county municipalities have got funding for pilot projects to develop systems for building bridges between these two public services.

Within higher education, results of inter-ministerial approaches is manifested in programs of flexible access to higher education based on recognition, such as established through § 37 in the Act for higher education.

2.3. Resources

2. 3.a), b) Financing bodies and budget A basic precept of Norwegian educational policy is that education is inclusive and comprehensive. All public education in Norway is free up to and including the upper secondary level. Since autumn 1994, everyone between the ages of 16 and 19 has had a statutory right to three years’ upper secondary education leading either to higher education or to vocational qualifications or partial qualifications. The financing body for the recognition related to upper secondary education is the county authorities. The budget for adult learning is a result of local political decision. The financing body for the recognition related to higher education the individual university or the university college. The block-grant funding from the state is meant to cover also the recognition process of non-formal and informal learning for admission and exemption, since this is part of their academic and administrative duties.

2. 3.c) Funding assessment and recognition processes

As in several other countries, the Norwegian approach to recognition of non-formal and informal learning is that the arrangements should be beneficial both for the individual, the work place and the society. This has of course created a discussion about costs and savings.

Recognition related to the upper secondary educational system is to a certain extent related to individual legal rights, and for the individual the procedure is for free.

• If you are born before 1978 and do not have a general or vocational certificate from upper secondary level, the recognition procedure (guidance, assessment and documentation) is for free. The costs are included in the county councils “adult learning budget”. The size of this budget is decided locally in each county.

• If disabled to work, the social security office can pay for the recognition procedure. • If you are unemployed, the employment office can pay for the recognition procedure.

In 2005 Vox and the Directorate of Labour have started a national project for improving the dialogue between the employment offices and county councils. It seems that it is not the price of the recognition that prevents unemployed persons to seek the assessment centres. It is more a challenge connected to know about the assessment and the capacity of the assessment centres.

• If you do not fill the criteria for getting the recognition for free, you have to pay yourself.

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The county councils who are responsible for recognition related to criteria in upper secondary education charge more or less the same prices. The prices vary from €120 to €300 for an academic/general subject, €300 for a vocational subject and €1,800 for vocational testing.

Recognition related to the higher education system is a procedure that is free for the individual applicant. The costs must be covered by the budget of the university or university college. The Act relating to Universities and University Colleges (§3-5, 3-6, 3-7) states that the institutions may grant applicants who are 25 years of age or older admission to specific courses if they on the basis of their prior learning (formal and non-formal) hold the necessary qualifications for the course concerned. Documentation of prior learning may also provide a basis for exemption from an examination or test.

2. 3.d) Assessment centers

The county municipalities have organized the assessment centres in different ways. Most centres are located at upper secondary schools.

County

Number of assessment centres

Centres located at schools

Centres not located at schools

Procedure: Send application to

Akershus 4 4 0 A centre Aust-Agder 3 3 0 A centre Buskerud 5 5 0 A centre Finnmark 2 2 0 A centre Hedmark 14 14 0 The nearest centre Hordaland 10 10 0 The nearest centre Møre og Romsdal

22 20 2 The nearest centre

Nordland 2 2 A centre Nord-Trøndelag 12 12 The nearest centre Oppland 7 6 1 The nearest centre Oslo 1 1 The centre Rogaland 5 3 2 The nearest centre Sogn og Fjordane

3 3 The nearest centre

Sør-Trøndelag 4 4 The county authority Telemark 5 5 The nearest centre Troms 4 4 The nearest centre Vest- Agder 5 5 The nearest centre Vestfold 2 2 The nearest centre Østfold 11 11 The nearest centre TOTAL 121 105 14 The counties are responsible for training of assessors, as they are responsible for quality assurance of the assessment of non-formal and informal learning.

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In 2005, Vox arranged two-day seminars in all counties with 788 assessors involved in accreditation of non-formal and informal learning. The main goal is to have a more common national approach to methods for assessing non-formal and informal learning. Laws and regulations, methods and tools for assessment and guidance were important elements in the seminars. In addition, Vox has arranged seminars in academic/general subjects in upper secondary education for 77 assessors.

2.4. Others

2. 4.a) Other important institutional arrangements

Other institutional arrangements are also of importance in Norway. The Basic Agreement is an agreement between the Confederation of Norwegian Business and Industry (NHO) including all its national and local associations and individual enterprises, and the Norwegian Confederation of Trade Unions (LO) including all its unions and associations (divisions). The Basic Agreement for 2006 - 2009 Chapter VI on Development of competence has a new part, § 16-4 Documentation of formal, non-formal and informal competence (‘realkompetanse’): “The enterprise is requested to have a system for documentation of the individual employees’ experience, courses and practice related to the conditions of work.” (See 2.1.d for information of earlier agreements.)

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Component 3: Description of technical arrangements

Facilitating recognition of non-formal and informal learning depends on well-functioning and comprehensive technical arrangements linked to standardization, legitimacy and quality assurance. This component takes stock of some of the Norwegian measures.

3.1. Qualifications, qualification systems, qualifications framework

3. 1.a) Norwegian terminology on RNFIL

The Norwegian term for ’Recognition of non-formal and informal learning’ translates as ”dokumentasjon og verdsetting av realkompetanse”. The term translated to English is ”documentation and validation of formal, non-formal and informal competence”.

The Norwegian concept of “realkompetanse” refers to all formal, non-formal and informal learning acquired. In practice, this means the sum of all the overall skills and knowledge individuals have acquired through the education system, paid and unpaid work, organisational activities, family life and life in society. The Norwegian approach has been built on the idea that the documentation and validation methods must have value for users in different areas: of participation in working life/ carrying on a profession or trade, participation in the education system (admission and shortening of education) and participation in voluntary activities. The documentation and validation process is done in relation to three main learning areas:

1) The educational sector with a wish to visualise competences in relation to the objectives in the national curricula (upper secondary education) or specific curricula (higher education).

2) The labour market (organisations and sector organisations) with a wish to visualise and document competences in relation to organisational requirements, sector requirements and international standards.

3) The voluntary sector with a wish to visualise competences in all its forms. 3. 1.b) Linkages between RNFIL and NQF

The purposes of recognising non-formal and informal learning in upper secondary education are:

• to match the learning to formal qualifications set in the national curricula and shorten the study period

• to give possibilities for a more streamlined and tailor-made study programme for each individual

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• to provide the individual with an accredited certificate or diploma (Competence Certificate) to gain promotion or career improvement, find a new job or increase mobility in the working life.

Recognition of non-formal and informal learning in higher education system implies that applicants have to be assessed in relation to the subjects or the programmes they wish to study. Each institution has the power to assess what qualifications they consider to be necessary and decide on the appropriate course of action for carrying out this assessment. Applicants will be assessed on the skills they will need to complete the courses for which they are seeking admission. The assessment emphasises both the specialist content of the course and the teaching arrangements offered to students. If the criteria for qualifications are altered to learning outcomes, the recognition process would be easier to conduct.

3. 1.c) Categorizing qualifications

Most effort has been done to qualifications related to upper secondary level. All 19 county municipalities (“fylkeskommuner”) were given financial support to establish procedures for recognition of non-formal and informal learning. In addition 12 counties received extra support to develop assessment methods and tools. Three kinds of official documentation exist at upper secondary level:

• Trade certificate or journeyman’s certificate in vocational education and training

• Diploma

• Competence certificate (which is more widely used, see Annex 1)

An experiment in using a work-based competence passport as a starting point for validation in the education system showed that differences persist between how prior learning is valued in working life and in schools. Enterprises are primarily interested in recording what the individual can actually accomplish in relation to the strategies and tasks in the enterprise. The point of departure for education providers is to map the lack of competencies compared with a given curriculum or plan of study. Translating the competence passport issued in working life into the scheme used by upper secondary education was thus necessary. These translations served as a framework for negotiations between the individual or the enterprise on the one hand and the assessors on the other hand. The competence passports validated by working life strengthened the position of working life in these negotiations. In spite of these translation processes, the conclusion was that the authorities would still save time and money if individuals or groups of employees brought a competence passport with them when entering a validation process in the education system.47

3. 1.d) Differences in professional and academic qualifications

There are differences in linkages depending on whether the qualifications are linked to professional or academic recognition:

Upper secondary education is organised in two main strands: 47 Skule, Sveinung & Ure, Oddbjørn (2004): Lifelong Learning – Norwegian experiences. Identification an

validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21.

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• Three years of general academic education as a preparation for university or university college studies

• Four years of vocational education and training, leading to formal certification

The four year strand includes a two-year period as an apprentice in a private organisation or public institution that has been approved by the county council as a training organisation. The first two years of training are provided at school, whereas the final specialized part (up to two years) is given at a workplace in the form of on-the-job training. If not enough apprenticeships are available, the county authority must offer training at school in the form of a third year course (advanced course II). The final examination (trade or journeyman’s examination) is the same regardless of whether training has taken place at school or at a workplace. Kunnskapsgrunnlaget shows that the assessment of non-formal and informal learning is mainly done in relation to vocational subjects.48

3. 1.e) NQF as a driver for RNFIL?

The question of an overall, comprehensive national qualifications framework is currently being examined by the competent Norwegian authorities. A working group was appointed by The Ministry of Education and Research in May 2006, with the participation of relevant stakeholders: one member from the Norwegian Directorate for Education and Training, one member from Vox and 5 members from the Ministry. This working group will do preliminary work and research on the question of an overall, comprehensive national qualifications framework and outline various possible solutions as to the type and scope of such a framework. The working group will further give a recommendation on the mandate and composition of a wider working group to be appointed before the end of 2006. The final report from the preliminary working group was sent to consultation October 15th , 2006.

3. 1.f) Potential threats of and resistance towards RNFIL

Potential threats of recognition of non-formal and informal learning to higher education institutions, employers, and individuals include obstacles in the legal framework as well as in the attitude of the assessors in higher education.

A legal obstacle is that national framework regulations require supervised practice periods for students during university college studies for teachers, social workers, nurses and other health professionals. As a consequence, most university colleges on principle refuse exemption from practice periods in these studies to students that have earlier relevant, but not supervised, work experience or care experience. Besides, earlier work as nursing aid is considered too different from what nurse students are doing during their practice periods. In teacher education, some university colleges give exemption for one of the practice periods to students with some years’ work experience as substitute teachers - but not as teaching assistants.49

48 Haugerud, Røstad, Stubbe (2003): Tallene vi søker - kunnskapen vi får. Oslo:Vox. Rapport nr 2

Kunnskapsgrunnlaget.

49 Brandt, Ellen (2005): Avkorting av studier på grunnlag av realkompetanse. Oslo: NIFU STEP. Skriftserie

5/2005.

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Regarding obstacles in the attitude of the assessors, discussions are ongoing about differences between experiences/ practice and competence, new modes of thinking, as well as the benefits of international and comparative cooperation.

3.2. Credit accumulation and transfer

3. 2.a) Formal credit arrangements for RNFIL

In upper secondary education, assessment of non-formal and informal learning does not result in credits or study points (as ECVET) for this learning. The question is being discussed.

In higher education, assessment of non-formal and informal learning is local and program-specific. The assessment does not result in this learning being given a number of credits that may be accumulated and transferred to other studies and institutions. Assessment for admission is always related to the requirements stated in a specific study programme at this institution. Assessment for exemption from examination(s) is always for part(s) of a specific study programme at this institution. Having been granted exemption from a course of 10 credits in for instance business administration does not imply that the non-formal and informal learning has a general value of 10 credits.

3. 2.b), c), d) Responsible partners/credit counts/incentives for credit arrangements

In Norway, there are no such credit arrangements.

3. 2.e) RNFIL – VET system linkages

Vocational education and training is an integrated part of upper secondary education in Norway. Norway has a unique system of workplace-related modularized training. This is, however, not linked directly to a credit transfer system. The relevant system aiming for such linkages is the “realkompetansesystem” and the “Praksiskandidatordning”. Due to difficulties of obtaining sufficient data for Annex 1, a justified conclusion on how these systems functions on a system level is too premature to provide.

3. 2.f) Data on integration of RNFIL in HED through credit systems

Credits are not given for non-formal and informal learning in assessment in higher education.

3.3. Assessment methods and procedures

3. 3.a) Assessment arrangements

For upper secondary education assessment centres are established within the counties. In higher education, an applicant seeks admission to a specific study programme in one

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university or university college on the basis of combined formal, non-formal and informal learning. A local committee, usually with academics from the study programme and administrators, decides whether the applicant’s documented non-formal and informal learning is sufficient to fulfil the entrance requirements.

Applicants seeking admission on the basis of their non-formal and informal learning must be ranked in relation to applicants with general admission requirements on the basis of a rough appraisal. This means that they are to compete on equal terms with other applicants.

3. 3.b) Types of assessment methods and procedures

For upper secondary education, the following methods and tools have been developed for validation of non-formal learning in respect to the requirements stipulated in the national curricula:

- Dialogue-based method: The dialogue-based method is based on discussions between assessor/specialist and the adult. The specialist focuses on the knowledge and experience of each individual and attends to specific problems and queries in the curriculum. The assessor/specialist can use a computerised or manual tool based on the curriculum in question. This method requires individual preparation and a one-to-one meeting. The dialogue-based method can be combined with port-folio assessment, self assessment and testing. It has been tested out on a large number of candidates .The conclusion is that the method fits in with both vocational and general subjects. Yet, the degree of testing has to vary from person to person. A dialogue-based method covers tacit knowledge, and seems to be good for adults who have difficulties with reading, writing and mathematics. - Assessment of portfolio: Assessment on the basis of a portfolio is a method based on written documentation, photos, etc. The candidate sends a “charting” form to a “service centre” together with certificates and reports. Modules and subjects are approved on the basis of the documentation submitted, and additional education is offered so that individuals can acquire the desired certificates. This method demands good written documentation of individuals’ own skills and does not require one-to-one meetings. Undocumented and tacit knowledge is difficult to reveal. After admission to upper secondary education, a discussion takes place in order to arrange the course according to actual knowledge and skills. -Vocational “testing” starts off with an interview, where the background, training, work experience, language skills and objective of the adult are charted. After the first general interview a professional specialist interviews the individual in the particular subject, after which the individual shows the abilities in practice, so that both the theoretical and the practical side of the trade is assessed. Working on the basis of this practice, the adult may be offered either additional education to bring him or her up to a journeyman/trade certificate level or public certificate useful for job seeking. This method complements other methods in that the assessment of non-formal learning is also possible, and where required, parts or all of the practical side of the vocational subjects can be approved. Vocational “testing” provides adults – irrespective of their ethnic origins – with every opportunity to show what they can actually do in their own fields. This method picks up knowledge and experiences which are not documented and works well irrespective of learning and language difficulties. Vocational testing, on the other hand, requires inter-departmental co-operation between the education

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system, the employment service and possibly also the insurance office and social security office. Both manual and computerised tools have been developed and tested in vocational and general subjects. The tools are used in different ways in the different methods dependent on the needs of the individual. Sometimes the assessor supplements the existing tools with locally developed tools.

The Validation Project was evaluated, with surveys conducted by the staff in the assessment centres connected to the education system: supervisors and assessors/specialist. Both supervisors and assessors/specialists found that the documentation of non-formal and informal learning has positive effects on candidates as it gives the candidates more self respect.50

As to different assessment methods, it has been discussed how important it is for candidates to be called to attend a meeting or an interview.51 Meetings or interviews are perceived as being very important by 96 per cent of the supervisors and 85 per cent of the assessors/specialists. Geographical closeness to the place of assessment is also perceived as being important, even though this is evidently a relative concept.

The surveys revealed a major need for training: Around 96 per cent of the supervisors and 85 per cent of the assessors/specialists feel that they need training in the future, particularly in relation to a quality assurance arrangement which may lead to a national standard.

The survey carried out among candidates confirms that the assessment of their non-formal and informal learning has been a positive experience. 80 per cent of the candidates taking part in the projects in the education system state that the identification, the systemising and the assessment of their non-formal and informal learning has been useful or very useful. According to the candidates themselves, the most important consequences are that the projects have made them believe that they achieve the education they want, and that it has made it possible for them to take part in upper secondary education / higher education.

Among the candidates who are studying for degrees, around 80 per cent say that they are doing as well as they expected, or better. The candidates have a good perception of the actual assessment of their non-formal or informal learning. Almost 70 per cent were of the opinion that the assessors were very accommodating in regards to their requirements, and almost 90 per cent said that the assessors were very good or quite good at finding out what the candidates' skills were.

In higher education applicants seeking admission to specific courses will be assessed if they on the basis of their prior learning hold the necessary qualifications for the courses. The assessment emphasises both the specialist content of the course and the teaching arrangements offered to students. Informal and non-formal learning will be assessed mostly through self-declarations and portfolios. Interviews and tests are seldom used. Information on criteria and assessment methods can be acquired from individual universities or university colleges.

50 Agenda (2003a): Evaluering av Realkompetanseprosjektet. Sluttrapport. Sandvika: Agenda Utredning &

Utvikling AS

51 Agenda (2003b): Evaluering av Realkompetanseprosjektet. Hva mener ”brukerne”? Vedlegg til sluttrapport.

Sandvika: Agenda Utredning & Utvikling AS

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Assessments related to admission will vary from institution to institution as discretion will be exercised to a greater extent than in the case of regular admissions. Also the complaint procedure will be specific to each individual. Adults who are seeking admission on the basis of non-formal learning will not have their study points calculated. The ranking of these students in relation to applicants, who have had study points calculated, will be discretionary

The Norwegian REFINE report was compiled with two main objectives: achieve insight in the processes concerning assessment of candidates with non-formal and informal learning who apply for exemption in higher education, and conduct case studies of a limited number of candidates using recently developed tools for documentation of prior learning. The findings show that the institutions lack procedures for the assessment of exemption candidates.52 Some of the institutions have always practised a form of validation of prior learning with regards to admission as potential students have to document specific skills within the special discipline they want to study. Other institutions made preliminary decisions and concluded that exemption might be granted, but that the documentation of skills was not sufficient and the candidates would have to produce documentation of actual competence rather than just a description of practise, however relevant it might seem. The suitability of documentation tools was discussed in most institutions. Some of the institutions consider the tools inadequate since they do not specifically relate to the field of study the candidate wants exemption from.

3. 3.c) Current relationship between academic-, professional- and occupational standards

Developing coherent approaches to validating non-formal and informal learning imply clarifications of questions related to standards. The Norwegian parliament and the Government define the goals and decide the budgetary frameworks for education. The Ministry of Education and Research is Norway’s highest public administrative agency for educational matters, and is responsible for implementing national educational policy. A common standard is ensured through legislation and through national curricula.

Norway is using the standards of the formal system to validate non-formal and informal learning outcomes. The issue of non-educational standards (other than school curricula) has been raised but not resolved.53

When it comes to academic standards, the ownership and control is also based on multiple sets of recognition related to norms emphasized in referee-systems. In addition, higher education systems in Norway are currently being reorganized into smaller administrative units, i.e. research groups are meant to have more responsibility in matters of quality assurance within their own field. A leadership group of deans is accountable for progress related to both research and quality.

52 Haugøy, Grethe & Moe, Frank (2005): REFINE: Recognising Formal, Informal and Non-formal Education. Final report from the Norwegian sub-project. Bergen: SEVU, University of Bergen. 53 Colardyn and Bjørnåvold (2005): The learning continuity: European inventory on validating non-formal and informal learning.

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Occupational standards are related to professional standards for some groups in that standards are being developed within the professions, e.g. demands on re-certifications according to standards for accountants in Norway.

3. 3.d) Assessment practice balanced with right of individuals

The issue on how assessment practices should be balanced with the right of individuals to have their learning completely independent of assessment and recognition processes has been discussed, signalizing the principle of volunteer approaches to recognition. This is, however, an issue in need of constant monitoring and evaluation.

3. 3.e) Quality assurance of RNFIL in Norway

The question of quality assurance of the recognition of non-formal and informal learning quality-assured is of specific interest in Norway, due to changes in educational structures and due to the individualized nature of recognition procedures. For the level of upper secondary education quality assurance is provided through the school system itself. Each higher education institution is responsible for the quality of its own educational provision. After the Quality Reform of higher education, a prerequisite for status as an accredited institution will be the existence of an internal system of quality assurance that complies with nationally set criteria. The Norwegian Agency for Quality Assurance in Education (NOKUT) will take care of quality assurance at the national level. NOKUT is not a part of the government structure and acts independently inside a given framework of law and a Ministerial Regulation. Its main tasks are to:

• make all accreditation decisions concerning higher education that go beyond the institutions’ self-accrediting powers. These decisions cannot be modified by any other authority.

• evaluate and pass judgement on the institutions’ internal quality assurance through quality audits, carried out in regular cycles and including all accredited institutions. In addition to act as a control mechanism, the audits are supposed to be conducted in a way that is conducive to quality enhancement.

• carry out evaluations with the purpose of revising specific accreditation. Any institution can have accreditations revoked or suspended - for the entire institutions as such, or for individual programmes - following a negative assessment in this type of evaluation.

• carry out other types of evaluations with the general purpose of investigating, assessing and developing the quality of higher education in Norway. The Ministry may instruct NOKUT to undertake such evaluations.

• issue general recognition – or credit count towards national degrees - to higher education from other countries, or to any other education that is not regulated by the Universities and University Colleges Act. This is a power it shares with accredited institutions.

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With reference to the knowledge gaps in Annex 1 in this report, there is a significant lack of baseline data on issues related to quality assurance in Norway, presenting challenges in evaluations of efficient, beneficial and equitable recognition systems.

3. 4. Others

3. 4.a) Other technical arrangements

According to our sources there are no further technical arrangements serving as the most important characteristics in Norway which have not already been addressed in the previous components.

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Component 4: Stakeholder behaviour

4. Stakeholder behaviour

In the OECD guidelines for reporting on stakeholder behaviour in RNFIL, categorized input is requested on providers, recognizers, regulators and users of non-formal learning. A grid is also provided to take stock of characteristics of informal learning. In the Norwegian context, such a framework for analysis is not applicable. The grids are therefore omitted, and full text is provided encompassing attainable and adaptable information

.

4. 1. Characteristics of stakeholders

In the Nordic countries there is a long tradition for valuing non-formal and informal learning. Organised adult education started in the 1840s in Norway. It contributed to the democratisation process, especially by encouraging literacy in the population. Adult education was initially run solely by humanitarian, political and other non-government organisations. Since the 1960s, when the school system took responsibility for certain aspects of adult education, the public sector has played an important role in running adult education courses.54

Non- formal and informal learning in Norway

Many Norwegian adults participate in learning activities that fall outside the formal education and training system, such as internal training courses within their organisation or courses organised by study associations. Furthermore, informal learning takes place in everyday work in the workplace. This type of learning is highly valued. Several actors are involved in supplying the training:

Universities and university colleges provide short updating non-credit courses and longer credit-giving modular programmes. Many courses are adapted or tailor made for an employer. In 2004 there were 50481 participants in non-credit courses at public universities and universities colleges. 55

The municipalities, courses in Norwegian: The New Introductory Act, which took effect on 1 September 2005, has made the participation in courses in Norwegian language and social science a right and an obligation for all new non-EU immigrants who get a residential permit. The course consists of 250 lessons of Norwegian language and 50 lessons of social science taught in a language that the immigrant understands. Having completed the course is part of the requirements to get a permanent settlement permit. The course is the central part of the so-called “introductory scheme”, which is combined with 54 Eurybase (2001/2001): The Education System in Norway 55 Eurydice (2005/06): Structures of education, vocational training and adult education systems in Europe,

Norway

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an introduction benefit for those who have refugee status. A booklet referring to the Act and its implications can be downloaded.56

Resource centres – provide a link between public training organisations and the local or regional labour market. They promote and provide training to private and public institutions on a commercial basis. They are mostly organised as separate departments in upper secondary schools, while only some are limited companies or foundations. Distance education institutions: Distance education is widespread in Norway. Traditionally this has consisted of correspondence courses, but a number of multimedia programmes are now offered. In 2004 approximately 21700 participants had completed courses. 57

In the coming years, distance education will play an important part in providing alternative and more flexible facilities to meet the need for continuing education and training. Those of the courses who are in parallel with the formal education and training are recognised by the county authorities Private course suppliers: Private course suppliers offer a lot of courses, especially in the ICT field. Web-searches revealed an estimated 1490 ICT courses advertised by private providers58

Sector, employers, trade organisations, unions and professional associations: These organizations develop and offer job-related courses to their members. Folk high schools: “Residential adult college”, “residential enrichment academy”, “experiential academy” or even “folk school” would be more apt modern descriptions. The folk high schools build on a holistic view of the students and challenge them to grow individually, socially and academically. Learning-by-doing is the basic educational philosophy of the schools. Their core methods are dialogue-based and experiential. Folk high schools are open to all, and every year about 6200 students attend the 77 folk high schools. Approximately 10 % of all Norwegians have spent a year in a folk high school. Most schools admit students 18 years and older. By far the largest group of students is young adults, 19 and 20 year olds. Folk high schools are one-year boarding schools offering a variety of non-traditional and non-academic subjects, as well as academic subjects. By law, folk high schools conduct no formal examinations and have no grading system. After finishing a school year, students receive a diploma specifying attended courses. One year training at a folk high school gives credits used for application to higher education institutions. The Norwegian Association for Adult Learning (NAAL) is the national Non-Governmental Organisation for adult learning in Norway for 19 adult learning associations, membership-networking 435 nationwide adult learning NGOs. Recent numbers (2004) reveal a scope 47 000 courses with 633 000 participants, whereof 55 % women attendees. The purposes of the

56 http://www.dep.no/archive/krdbilder/01/14/Infor017.pdf57 Eurydice (2005/06): Structures of education, vocational training and adult education systems in Europe,

Norway 58 www.itkurs.no

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NAAL are currently to take care of the common interests of the associations and their participants vis-à-vis the Government, the Parliament and the Ministry of Education and Research, and to promote non-formal adult learning in the society in general. For this aim, NAAL coordinate activities concerning information services; and they offer counselling concerning laws and regulations, adult learning theory and practice, as well as educational planning and project coordination. . Those of the courses who are in parallel with the formal education and training are recognised by the county authorities59

Non-formal and informal learning in companies

One of the main reasons for the Competence Reform was the awareness and visualisation of the amount of learning at work. A survey concluded:60

• Employees regard their workplace as the most important venue for learning • Employers believe practice is best way of learning

However, valid data on budgeting and number of hours spent is difficult to obtain. The Learning Conditions Monitor is an annual survey about adult learning, mostly focused on learning at work. In 2005 half of the employed have participated in course and other non-formal training during the year. 60% of the employed have learning intensive work- which can give indication to quantity of informal learning at work. The survey indicates that 83% learn from discussing or working with competent colleagues. Routines and schemes for facilitation of learning through working life are moderately dispersed through Norwegian working life. Twenty-three per cent of the employed have participated in organized colleague guidance and 22% in practical experience and job rotation schemes over the last year. The learning that takes place in day-to-day work is experienced by 77% of the employed as useful also for work in other enterprises. When looking at effects of participation in education and training 78% of the employees experience that further education and longer courses that this has helped them to do a better job one year on.

4. 2. Access

4. 2.a) Eligibilities for recognition process

The eligibilities to go through a recognition process are stated as an individual right in the Education act and in the Act relating to Universities and University Colleges. Cf. 2.1. b). there are no differences regarding eligibilities between sectors or levels.

4 .2.b) Educational institutions practising RNFIL as admission policy

All of the 19 county authorities are obliged to offer a recognition procedure for adults who ask for it. More information about how this is organised is described in section 2.3 d.

59 www.vofo.no/eway/default.asp60 www.fafo.no/pub/rapp/501/501.pdf

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Applicants aged 25 years or older might be admitted if they are considered having the informal prerequisites considered necessary for attending the study programme in question. All of the 19 county authorities are obliged to offer a recognition procedure for adults who ask for it. More information about how this is organised is described in 2.3 d.

4 .2.c) Access to information and communication

When it comes to the situation of access and modes of mediation, information has been given to stakeholders and to the target group at national and regional/local level and in higher education by the institutions themselves.

National level

Vox, National Institute for Adult Learning, has the main responsibility for providing information about the Norwegian approach to valuation of non-formal and informal learning. Information is provided on the web site www.vox.no, and on many national and international conferences and seminars. Vox is also involved in networking, twice a year meeting with representatives from all the county authorities for discussions and mutual distribution of information.

In 2005 Vox had an information campaign in one of the counties. The target group was both companies and individuals. Related to this campaign a film (DVD), two brochures and a folder were developed. The campaign was covered in local newspapers and radio stations. More than 100 companies participated at information meetings with representatives from Vox and the regional authorities. The material from this campaign is now available all over the country.

The Ministry of Education and Research has information of the system on their web.

The Norwegian Labour and Welfare Organisation give information about the recognition system at their web site: www.nav.no

Most applications to undergraduate studies at public institutions of higher education in Norway are processed by a centralized application processing centre called Universities and Colleges Admission Service (UCAS - Samordna opptak). There is information about the systems at www.samordnaopptak.no

Many of the stakeholders (social partners, voluntary sector, and study associations) are actively providing web based information.

Regional/local level:

All county authorities are responsible for serving the target group with information. Most counties have information about this system at a web resource site. Some authorities have made use of direct mail, and others have contacted local radio channels and newspapers. The information in radio and newspapers is often related to good examples of individuals who have gone through a recognition procedure.

Higher educational institutions provide information about the arrangements through their regular web sites and study guides. The local employment offices are expected to provide information about legal rights for recognition of non-formal and informal learning.

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4.3. Participation

4. 3.a) Number of people in recognition process In relation to upper secondary level 10500 persons went through a recognition procedure in 2003. 8400 were related to vocational subjects 61 (see table W14). From 2000 to 2005 approximately 60 000 persons went through a recognition procedure in relation to upper secondary level62. Approximately 80% of the recognition has been done in vocational subjects. (see table W14)

For higher education level, the number of applicants 25 years and older seeking recognition of their formal, non-formal and informal learning for admission to a study programme was 6,000 in 2001 (the first year this was possible). The number of applicants decreased in the following years to 2,700 in 2006. (See table W34b.) It was expected that the number of applicants would be high when the possibility was opened up and that this would decrease somewhat over time. Approximately half the applicants want health and social studies and 1/5 want educational studies, mostly bachelor studies at university colleges63. (See table W14b.) Annually from 2001 to 2006, 50 % - 70 % of these applicants were found qualified for the study programme they want. In competition with other applicants, annually 45 % - 50 % of the applicants with recognised formal, non-formal and informal learning were admitted to the study programme they want. Adult students admitted on the basis of recognised formal, non-formal and informal learning constitute approximately 5 % of all new students annually, relatively more in health and social studies (12 %) and in educational studies (10 %). The number of these new students annually has decreased somewhat, from 2,100 to 1,300 in the period 2001-2006. However, this is still an important scheme for adult lacking formal study competence to get access to higher education. 4. 3.b) Survey providing linkages of participant background and uptake of recognition process

Concerning linkages of the background of participants and the uptake of the recognition process we refer to table W16 in Annex 1.

4 .3.c) Evidence of RNFIL as an innovative pathway for disadvantaged groups

In the mandate for the national validation project is was stated that the system for recognition must not institutionalise methods which create new obstacles for groups of people who find

61 Haugerud, Røstad, Stubbe (2003): Tallene vi søker - kunnskapen vi får. Oslo:Vox. Rapport nr 2

Kunnskapsgrunnlaget. 62 www.ssb.no63 Helland, H. & Opheim, V. (2004): Kartlegging av realkompetansereformen. Oslo: NIFU. Skriftserie 6/2004

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themselves outside of the labour market for a variety of reasons, or for adults who have reading and writing disabilities. The methods and tools developed in the project were tested by an expert panel. For an example, please see case description in 5.4.b

4.4. Incentives and disincentives

4. 4.a) RNFIL as transitional or multi-directional pathway

The recognition of non-formal and informal learning functions as a transitional or multi-directional pathway in Norway (e.g. a way to further studies, shorten study period, find a job, change a job, get a better salary, etc.)

The report “Effects of Validation in the Health and Social Sector”64 seeks to map some of the effects of validating prior learning of nursing assistants. The project group interviewed seven employees and their managers in four different nursing homes in Norway. The employees managed to achieve authorization as skilled nursing assistants via validation and training. The project group interviewed them about their experiences during this process, and mapped the consequences of the process on their work performance and working conditions.

The employees participate in a validation process and achieve authorization because they seek more knowledge about their field of work, and because they want more stable working conditions. They are satisfied with their employers’ efforts in adapting their working conditions to their special needs as students. The transfer from unrecognised to recognized is not primarily based on a wish for higher wages. The respondents report of greater self-confidence and control in their work performance, as well as an awareness of a higher level of reflection. One main effect of this transfer process is the possibility of changing jobs and achieving a permanent position with an increased number of working hours.

The recruitment plan for the health sector emphasizes the need for recruitment of personnel from the base of non-authorised workers in order to stabilize and increase the number of authorised workers. The managers in this project support this view and wish to give their nursing assistants the possibility of achieving authorization in order to hold on to qualified personnel. The managers seek to adapt the working conditions to the special situation of workers taking part in education, reporting that the employees are more responsible and confident in their work performance as a result of the process. In addition, they are better at sharing knowledge with other workers.

4. 4.b) Case studies where actual length of studies was shortened by RNFIL

One example illustrating the motivation behind- and the procedures involved in shortening the length of studies through recognition of non-formal and informal learning may be retrieved from the report “Effects of Validation in the Health and Social Sector.” The authors present the case of a 43 year-old woman, who has been an employee at a senior home in the North of Norway for four years, in addition to tending to two part-time jobs. Finding herself in a very unstable occupational- and financial situation, she was motivated to search for and make contact with an institution offering courses for competence enhancement within her field of work. Upon initial contact, she was rejected on the grounds of “too much formal education.” 64Haugøy, Fossan-Waage, Aune Servan (2006): Effects of Validation in the Health and Social Sector

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She had already completed parts of upper secondary education, and attended some of the general classes at that time due to her ambition of becoming a certified nurse. As one opening in this course was available, she decided to go through a recognition process which resulted in a shortening of length of the formal education. As a consequence, she also became motivated to aspire for a more permanent occupational position, completing her training in well under a year. According to her own statements, she would never have managed to take up education without the adjusted program offered by her employer and the county municipalities.

4. 4.c) Returns of investments for different stakeholders

Compensation for subsistence expenses during leave of absence for study is initially a matter to be decided upon between the employer and the employee. The public financing of subsistence for adults taking education is based on established funding schemes managed by the State Educational Loan Fund. These schemes provide support for most educational purposes.

4. 4.d) Practices of fiscal incentives for employers (e.g. tax incentives).

Compensation for subsistence expenses during leave of absence for study is initially a matter to be decided upon between the employer and the employee. The public financing of subsistence for adults taking education is based on established funding schemes managed by the State Educational Loan Fund. These schemes provide support for most educational purposes.

As of the autumn of 2000, changes were been made to the rules for educational funding in order to adapt these better to adults' needs for competence building: The limit has been raised for the means testing of family supplements for children on the basis of the income of a spouse or cohabiting partner. New guidelines have been adopted for the tax treatment of employer-financed education. From 1999 there is no tax on education paid by the employer.

Estimates indicate that €15 billion is allocated into education and training. Approximately €13 billion is within the responsibilities of the Ministry of Education and Research, while the remaining €2 billion is granted through other Ministerial budgets. This funding is e.g. directed to programmes for competence enhancement within the labour market. There is no clear-cut evidence on how such grants are spent on competence enhancement.65

65 Mønsterbryterne (2005): En ledende kompetansenasjon?

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4. 4.e) Explicit governmental statements promoting equity by using RNFIL

The Norwegian approach to recognition is related to the main objective for the Competence Reform. As described in the Action plan for the Competence Reform, a result of cooperation between social partners and the Ministry of Education and Research :

The main objective for the Competence Reform is to help meet the need for competence in society, in the workplace and by the individual. Competence development and lifelong learning must help to provide Norwegian business and society with the competence needed to secure a foundation for the creation of value and the provision of services for both the private and the public sectors. A well-educated population is the nation’s most important resource for preserving and creating jobs, ensuring quality of life and preventing the rise of new class distinctions.

Objectives specifically related to recognition:

“Documentation of non-formal and informal learning - One objective is to set up a national system for the documentation and recognition of non-formal learning that has legitimacy in both the workplace and the education system. Non-formal learning may be acquired through work in Norway or abroad or through active participation in society, organizations or other voluntary work. It must be possible to accept such non-formal learning as equivalent to formal learning, even if it is not identical to the requirements stipulated in curricula and public examinations. “

4. 4.f) Changes in stigmatisation for RNFIL in the academic world and/or in the labour market

Another example from the report “Effects of Validation in the Health and Social Sector” may illuminate such a scenario66:

The arrangement of RNFIL and opportunities for shortening the length of a study is experienced by employers as a positive means of ensuring a highly skilled work force. They are very satisfied with their candidates who have had their competence documented and validated, and subsequently been authorized to work within the social sector. The main problem stated by the informants is that they do not have positions free to offer upon completion of training. They do, however, adjust the work load of each individual to accommodate learning within the frames available. Employers are not perceived as showing signs of discrimination towards the arrangement when it comes to recruiting, nor in attitudes towards their competence. It appears that they resist letting go of this labour force as this is regarded as invaluable in signing up all shifts. However, not enough time had passed with these modes of training, for comparative studies to be undertaken between different forms.

When it comes to higher education, a difficulty in shortening the length of studies is sometimes claimed to be related to the nature of professional training. It is argued that such studies consist of integrated parts of a comprehensive whole of theory and guided practice It is also questioned if easier access or shortened periods of study are part of reducing the

66 Haugøy, Fossan-Waage, Aune Servan (2006): Effects of Validation in the Health and Social Sector

quality in the formative side of education and professional training. More studies are required, however, to provide valid insight into the scope of problem and procedures of solutions.

4. 4.g) Incentives or levers promoting public-private partnership in the recognition practices in the labour market

An important element of the Competence Reform was the development of educational opportunities that exploit the huge potential in the workplace as a place of learning. This will involve joint projects between the workplace and the learning providers in order to plan systematic competence building.

The Competence Building Programme (1999-2006): The main aim of The Competence Building Programme was to develop new types of learning at work. The programme presupposed cooperation between the social partners in the workplace as well as cooperation between providers of training and individual enterprises. Project funding have been given to individual enterprises, municipalities, networks of enterprises, branch organisations, bargaining partners, etc. Work on the Competence Building Programme has been taken place in close co-operation with the social partners. Vox has the administrative responsibility for the programme.

Programme for Basic Skills in Working Life: The Norwegian government suggested in its proposed changes to the National Budget for 2006 that the allocation of public funding to the so-called Programme for Basic Skills in Working Life was to be strengthened.67 The Competence Building Programme has shown that education and training combined with a paid job often leads to the best learning results, especially when it comes to groups of people with low levels of formal education. The purpose of the programme is to ensure that adults acquire the basic skills they need to meet the requirements of a working life in constant change. The programme will support businesses and public providers of adult education with focus on employees and unemployed with poor basic skills. The education/training shall as far as possible be combined with paid work. The Programme for Basic Skills in Working Life is a manifestation of the Government’s goal of providing the entire population with possibilities to broaden their basic competence. Reading and writing skills will be central to the programme, and the initiative must be seen as a follow-up on the results from the IALS and ALL reviews. The content will also include ICT skills, other communication skills and entrepreneurship. On the whole the goal of the programme is improved employability. The programme is administered by Vox.

4.5. Others

4. 5.a) Arrangements of collective bargaining

The Basic Agreement is an agreement between the Confederation of Norwegian Business and Industry (NHO) including all its national and local associations and individual enterprises, and the Norwegian Confederation of Trade Unions (LO) including all its unions and associations (divisions). The Basic Agreement for 2006 - 2009 Chapter VI on Development of 67 FIN (05): St.prp. nr.1 Tillegg nr. 1 (2005-2006)

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competence has a new part, § 16-4 Documentation of formal, non-formal and informal competence (‘realkompetanse’): “The enterprise is requested to have a system for documentation of the individual employees’ experience, courses and practice related to the conditions of work.” See also 2.1.d for information of earlier agreements.

4. 5.b) Other technical arrangements not addressed above

Since the RNFIL procedure is based on individual legal rights it is very much up to the individual to build up a reliable portfolio.

To visualize learning is one of the most challenging tasks connected to the recognition of non-formal and informal learning. Different methods and tools for mapping competence exist. Many organizations have their own systems and procedures for documenting competences either as part of their HR management system or ISO requirements. Yet due to the Competence Reform more emphasis has been placed on the right of the individual to document non-formal learning that has been developed over time in the work context. Especially among the small and medium sized organizations. Vox has developed a digital tool for description of learning at work. The tool may be downloaded at www.vox.no. Together with the tool is also a guide for how to succeed with the process, some good examples and a database tool for the HRM.

Some of the organizations representing third sector has developed a tool for description of competences and skills from participating in different activities in third sector. The tool is in Norwegian only. Describing competencies is also a topic for ongoing work in the Folk High Schools. This tool may be downloaded at www.vofo.no

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Component 5: Case studies on benefits and barriers

The aim of this component is to present data on benefits and barriers to RNFIL in a systematic way, moving beyond much of the existing work providing evidence on benefits in fragments.

5.1. Economic benefits 5. 1.a) Shortening the formal education process and thus reducing direct costs of learning and opportunity costs for individuals The evaluation of the national Validation Project (Realkompetanseprosjektet) included two surveys to candidates who had their non-formal and informal learning validated in relation to upper secondary education by assessment centres in counties.68 Around 80 % of these were validated in relation to vocational upper secondary education, including trade certificates. Around 80 % of the candidates were women. In the 2002 survey, candidates were asked if they had been granted exemption from courses because of their validated competence. Almost 2/3 of the candidates (62 %) had been granted exemption, with exemption from one or more subject courses (41 %) and with exemption from part of a subject course or courses (21 %) in upper secondary education because of their validated non-formal and informal learning. To put non-formal and informal learning on a more equal footing with formal competencies is not new in Norway. Since 1952, the Vocational Training Act (later the Education Act) includes a possibility to take trade and journeyman’s examination without apprenticeship or schooling. To take a crafts examination normally requires two years of theoretical training and two years of practical apprenticeship. The alternative ‘practice candidate scheme’ makes it possible to take a crafts examination ‘on the basis of sufficiently broad working experience of a trade of duration 25 per cent longer than the stipulated apprenticeship period’. The County authority as represented by the county vocational training board decides whether the working experience stated by the applicant can be approved. For practice candidates, the formal education process is considerably shortened before obtaining a craft certificate. During the last decade, between 1/3 and ½ of the craft examinations each year were passed via this route.69 The different interpretations of the term ‘equivalent competence’ constitute a main barrier for being granted exemption from a course – and thus a shorter formal education process after the

68 Agenda (2003a): Evaluering av Realkompetanseprosjektet. Sluttrapport. Sandvika: Agenda Utredning & Utvikling AS (p. 15). 69 Skule, Sveinung & Ure, Oddbjørn (2004): Lifelong learning – Norwegian experiences. Identification and validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21

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validation of non-formal and informal learning. This was evident in the evaluation of pilot projects involving employers and employees in mechanical enterprises in four counties. 70 Work-based Competence Passports were used as a starting point for validation in the upper secondary education system. To obtain a trade certificate was the goal for most of these employees. The assessors in the county assessment centres have a basis in the ‘practice candidate’ scheme, used since the 1950s. That implies that candidates are granted exemption from the first-year basic course in the trade because of their work experience. Here the principle of ‘equivalent competence’ was used. However, for the second-year advanced course, candidates work experience and other competence is validated in detailed comparison with the curricula in the subject modules. Here the principle of ‘equal competence’ was used. As a result, candidates must follow the whole course even if they had got their work experience validated as half modules. Candidates were granted exemption from all theory in advanced courses because of equivalent theoretical courses, not because of work experience. Differences persist between how prior learning is valued in working life and how it is valued in education. Enterprises are primarily interested in recording what the individual can actually accomplish in relation to the strategies and tasks in the enterprise, while the point of departure for education providers is to map the lack of competencies compared with a given curriculum. The duration of the work experience, how long a candidate has done different work tasks, is also an important factor in the validation for the education system. (Vocational testing was not used in these pilot projects.) Translating the Competence Passports issued in working life into the curricular scheme used by the upper secondary education was thus necessary in the pilot projects. The evaluation concluded that these translations served as a framework for negotiations between the individual employee or the enterprise on the one hand, and the assessors on the other hand. Competence Passports validated by working life strengthened the position of working life in these negotiations. In spite of these translation processes, the conclusion was that the authorities would still save time and money if individuals or groups of employees brought a Competence Passport with them when entering a validation process in the education system.71 In higher education, following the 1998 Competence Reform, a revision in 2000 of the Act relating to Universities and University Colleges stated that ‘documentation of prior learning (formal and non-formal) may also provide a basis for exemption’ from an examination or test, so that the student does not have to take this course in a study programme. A national survey carried out by NIFU STEP shows that in the period 2001-2004 all universities and university colleges, public and private, received 123 applications for exemption from examinations based on documented non-formal and informal learning.72 Before the legal revision, 70 Folkenborg, K. (2003): Realkompetanse og tilpasset utdanning. Erfaringer med TBL og Fellesforbundets dokumentasjonsordning fra fire fylker. Oslo: Fafo. Fafo-notat 2003:09 71 Folkenborg, K. (2003): Realkompetanse og tilpasset utdanning. Erfaringer med TBL og Fellesforbundets dokumentasjonsordning fra fire fylker. Oslo: Fafo. Fafo-notat 2003:09; Skule, S. & Ure, O. (2004): Lifelong learning – Norwegian experiences. Identification and validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21 72 Brandt, Ellen (2005): Avkorting av studier på grunnlag av realkompetanse. Oslo: NIFU STEP. Skriftserie 5/2005.

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representatives of higher education expressed in public committees and media some scepticism about granting exemption from examinations on this basis. However, it turned out that the majority (72 %) of the applicants were granted exemption from examinations, slightly more in university colleges (74 %) than in universities (65 %), in the four-year period. The assessments are carried out by academic staff in the relevant departments. Exemption was granted from practice periods (i.e. fishery practice in export marketing study), from practical subjects (i.e. media production) and from theoretical subjects (especially in business administration). Exemptions were granted for different levels and fields of study, from a short first aid course to a master thesis. In the Act, no limit is specified as to the number of credits. Most students were granted exemption from less than half a year of studies. (One year of studies is 60 credits, in ECTS). Exemptions that were granted were: 44 % from practice periods or courses without credits, 45 % from courses of 5-36 credits, 9 % from courses of 60 credits and 1 % from courses of 120 credits. Most of the students that were granted exemption from examination were admitted with general study competence. Legally and in practice, admission and exemption are two separate processes connected to validation of non-formal and informal learning. One barrier for exemption from practice periods is national framework regulations for some professional studies. These regulations require supervised practice periods with reports during university college studies for teachers, social workers, nurses and other health professionals. As a consequence, most university colleges refuse exemption from practice periods in these studies to students that have earlier relevant – but not supervised – work experience or care experience. Earlier work experience as substitute teacher has, however, led to exemption from one of several practice periods. Earlier work experience as nursing assistant was considered too different from the work nurse students do in their supervised practice periods, so no exemption was granted to these students who are often admitted on the basis of validated non-formal and informal learning.73

5. 1.b) Increasing the visibility of non-formal and informal learning outcomes and thus enhancing potential benefits for future economic gains. The evaluation of the national Validation Project (Realkompetanseprosjektet) included a national survey in 2001 and a county survey in 2003 to employees and employers that had participated in pilot projects on validation of non-formal and informal learning. The validation was considered useful for local wage negotiations by 50 % (2001) and 65 % (2003) of the employees. The validation was considered useful for job seeking by 65 % (2001) and 85 % (2003) of the employees. Almost 10 % of the employees had got a new position in the enterprise/organisation in connection with the validation. Among employers, only 10 % considered validation useful for local wage negotiations74. Employees seem optimistic as to the future economic gains of their validated non-formal and informal learning. Projects for validation of non-formal and informal learning for employees in enterprises resulted in the joint development of Competence Passports signed by employers, describing

73 Brandt, Ellen (2005): Avkorting av studier på grunnlag av realkompetanse. Oslo: NIFU STEP. Skriftserie 5/2005. 74 Agenda (2003): Evaluering av Realkompetanseprosjektet. Sluttrapport. Sandvika: Agenda Utredning & Utvikling AS (pp. 126-128).

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the work tasks and responsibilities of the employee. A Competence Passport should be useful for the individual employee when applying for a new job in the labour market or when applying for admission to an educational institution75. An evaluation of the Competence Passports developed in technological enterprises had views from employers and employees on possible important areas of application. Individual wage stipulation was considered important by 40 % of both employers and employees. Job seeking outside the enterprise was considered important by 60 % of employers and 80 % of employees76. Both the stayers and the movers are likely to profit economically from having their non-formal and informal learning validated. Farmers are self-employed, but even so their economic situation may be improved by having their non-formal and informal learning validated. A pilot project 2004-2006 on voluntary documentation in agriculture is supported by the State Agricultural Administration. The national associations of farmers and small farmers cooperate with partners in Nordland county (the County Governor, the county agricultural administration, the Agricultural Guidance Service). For farmers, to document their non-formal and informal learning may be useful for further development as a farmer, planning future new production (i.e. in niche markets), demands for quality assurance and documentation in relation to the markets. The global changes in agriculture production and markets (EU, WTO etc) are important. Some small-scale farmers may need supplementary income from other kind of work. The national associations have developed a course in how to document their total competence, to be used in study groups of 6-8 farmers. Schemes for CV and Competence Passport (professional competence including economy and ICT, personal/social competence, managerial competence) are part of the course material. The farmers can in four meetings discuss their varied work tasks and learn how to assess their competence and document it, how to find partners that can validate and sign the Competence Passport (i.e. Agriculture Guidance Service staff) and discuss possible needs for more education. 5. 1.c) Improving the allocation of human capital within organisations by matching the appropriate demands and supplies of skills and competencies The mandate of the national Validation Project (Realkompetanseprosjektet) was first geared towards the validation of non-formal and informal learning for persons wanting to enter the education system. The social partners moved to extend the mandate to the development of validation tools for working life as well. Nine experimental projects targeting the labour market or working life were carried out during 1999-2002. The projects were carried out by the social partners in different sectors, study associations and county administrations which cooperated with enterprises. Some projects were directed at specific sectors or industries, other projects were focused on a geographical area. Internet based tools were developed for validating non-formal and informal competencies. Most digital tools start with self-assessment of the kind of work tasks the employee has performed and responsibilities he/she has held in the enterprise. This self-assessment is then subject to discussion, evaluation and ultimately validation and signed by the employer as a Competence Passport, to be combined

75 Skule, S. & Ure, O. (2004): Lifelong learning – Norwegian experiences. Identification and validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21 76 Skule, S. & Andersen, B. (2000): Dokumentasjon av realkompetanse i teknologiindustrien. Evaluering av TBL og Fellesforbundets dokumentasjonsordning for arbeidslivet. Oslo: Fafo. Fafo-rapport 363 (pp. 42-44).

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with a CV. Some tools were jointly developed by employer association and union, with the objective “So simple that it is in demand. So precise that it is sufficient.” While some of the tools developed in working life received favourable evaluations from human resource managers as well as from employees who took part in these projects77, the diffusion of Competence Passport tools throughout working life has so far been limited. One reason is that the employees may be sceptical about how the documentation might be used by the employers in times of downsizing78. The different Competence Passport tools developed during the Validation Project were free for enterprises to use, unlike existing commercial tools for charting which work tasks an employee can do. Vox (National Institute for Adult Learning) has made available a Competence Passport on their website www.vox.no. The existing commercial tools for charting competence in work tasks are for use within an enterprise. The Competence Passport tools have this use too, but aim also to be useful for the employee when applying for a new job in the labour market or when applying for admission to an educational institution on the basis of validated non-formal and informal learning. “The advantages of Competence Passport for you as employer/as employee” is the name of a brochure telling the experience of one employer and one employee from eight small and medium-sized enterprises in production and services located in rural regions. The interviewees, presented with name and photo, were interviewed by Vox staff. One example is a small cleaning enterprise that had the usual high turnover and much absence through illness, both are now reduced. The key is that all employees get work tasks that they are good at. The formal, non-formal and informal competence of all employees was charted in 2001, resulting in surprises. Some employees had trade certificate in dress-making, their competence was used when the dry-cleaner’s introduced less environmental harmful new methods. An employee had competence as gardener, so the enterprise took on maintenance of greenery as a task. The different social skills of employees are used to put together well-functioning teams. 5. 1.d) Reducing skills shortages or skills mismatch by allowing more mobility within the labour market (occupational mobility) Based on demographic and economic models, Statistics Norway has estimated possible future supply-demand imbalances in the Norwegian labour market, as previously stated. The estimates show that there will be an increased shortage of nursing aids and engineers in the period from 2006 to 101079. Validation of non-formal and informal learning plus possible supplementary courses has so far led to trade certificate as nurses’ aide to many adult women with long relevant work experience. For small rural communities far from regional centres, it has been difficult to recruit and keep qualified nurses and teachers. One solution is that locally based inhabitants, mostly adult

77 Skule, S. & Andersen, B. (2000): Dokumentasjon av realkompetanse i teknologiindustrien. Evaluering av TBL og Fellesforbundets dokumentasjonsordning for arbeidslivet. Oslo: Fafo. Fafo-rapport 363. 78 Skule, S. & Ure, O. (2004): Lifelong learning – Norwegian experiences. Identification and validation of non-formal and informal learning. Oslo: Fafo. Fafo-paper 2004:21 79 Stølen, N.M. (2001): Tilbud og etterspørsel for ulike typer arbeidskraft. Økonomiske analyser 6/2001. SSB.

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women with family responsibilities, take part-time studies, often decentralised and ICT based. These locals are stable employees after their studies and are very much valued by the employers. Validation of non-formal and informal learning has opened up this possibility for more individuals. This positive effect was stated by university college staff in the pilot projects in 1999-2000 before validation was officially decided80. Statistics show that the majority of applicants to higher education on the basis of validated non-formal and informal learning want professional studies at university colleges targeted at public employment. Of the applicants in 2002, 48 % wanted health- and social studies (31 % nursing studies) while 18 % wanted educational studies. Among the other applicants, only 14 % and 8 % wanted these studies81. For the health sector and education sector, validation of non-formal and informal learning implies a larger recruitment of motivated professionals. 5. 1.e) Ensuring labour force to support economic growth by the active use of potential labour population (older workers, women, immigrants, unemployed youth, etc.) Validation of non-formal and informal learning is useful for immigrants and refugees that often lack documentation of their education and work experience. Pilot projects for immigrants and refugees in two counties used vocational testing in the validation process82. Most participants had Norwegian trade certificate as their goal, in order to enter the labour market or to get better jobs. The participants evaluated the vocational testing process positively, with interviews, showing what they could do and getting it documented. However, further guidance and cooperation between public services was needed to get training places in enterprises and supplementary vocational education for a trade certificate. For adults with work experience seeking employment (including the long term unemployed, immigrants and physically challenged, it is essential/important that validation of their non-formal and informal learning is a part of the Labour Market Services work to further qualify them for employment through individual plans and adapted vocational courses from the Services and the county. A pilot project on “Increased use of assessment of non-formal and informal competence for persons seeking employment” is set up in three counties from August 2006 to December 2007. The Ministry of Education through Vox cooperates with the Ministry of Labour and Social Inclusion through the Labour Market and Welfare Directorate in the project. The pilot project shall improve services in the interface between labour market policy and education policy. The main objectives are (i) Attain/gain joint expectations and better routines for cooperation between the services (ii) Increase use of validation of non-formal and informal competence for persons seeking employment, to make more purposeful/focused qualifying and job seeking in all counties. Vox shall start the pilot project together with the Labour Market Services (aetat) and counties/communities. The goals are: - Coordinate tools for validation of non-formal and informal learning in counties with procedures and tools that are used by the Labour Market Services (aetat) in charting/mapping competence for persons seeking employment, including the handicapped

80 Brandt, E. (2002): Høgskolenes erfaringer med realkompetansestudenter fra forsøksordningene i 1999 og 2000. Oslo: NIFU. Skriftserie 11/2002 (p. 9). 81 Helland, H. & Opheim, V. (2004): Kartlegging av realkompetansereformen. Oslo: NIFU. Skriftserie 6/2004 (p. 54). 82 Hagen, A., Svendsen, E. & Folkenborg, K. (2002): Dokumentasjon av realkompetanse gjennom yrkesprøving. En kartlegging av erfaringer med kompetansedokumentasjon for flyktninger og innvandrere. Oslo: Fafo. Fafo-rapport 388

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- Use validation of non-formal and informal competence as central means to set up purposeful qualifying courses for persons seeking employment. Senior (50+) employees with low formal competence are vulnerable to be laid off during reorganisation processes in state organisations. Following a political decision to limit such layoffs, a pilot project in three directorates and control agencies (post and telecom, media, shipping) has been started in 2006. Vox shall in cooperation with the Ministry of Government Administration and Reform develop models for individually adapted programmes so that senior employees with low formal competence get their non-formal and informal competence developed, documented, formalised and profiled – both for the internal labour market in the organisation and for the external labour market. 5. 1.f) Ensuring labour force to support economic growth by improving productivity of the current labour force In the joint employer-employee pilot projects 1999-2002 to develop tools for validating non-formal and informal learning, improving the allocation of human capital within the enterprise was one of the objectives - but improving productivity was not an objective. So the question of productivity is not included in the evaluation reports. Vox staff interviewed employers and employees in small and medium-sized enterprises in rural areas on the advantages of Competence Passport and validation of non-formal and informal learning, for two brochures targeted towards such enterprises. Here, productivity improvement was mentioned by two employers: A meat processing enterprise had during the five last years increasing and conflicting demands from various sources: demands for high quality (customers), low price (retailers), good hygiene (government) and higher profit (owners). To meet the demands, managers and employees cooperated first to survey the working processes as well as the formal, non-formal and informal competences of all employees, then to make individual training plans connected to assigned work tasks. As an ongoing process, all future changes in work tasks will involve training and documentation of employee competence. Productivity and quality is improved. A furniture producer had invested heavily in new automated machinery some years ago, but only a few employees had competence to operate the machinery. “Two sick employees could have stopped the whole production.” The employees’ were asked to chart their competence, what they could do. This was compared with managerial needs and plans, resulting in training. Now all machines can be operated by several employees. The enterprise has had a more than 30 % increase in the production in three years, mostly due to automation.

5. 2. Educational benefits 5. 2.a) Reshaping the established concept of education from ‘terminal education’ to ‘lifelong learning’ Lifelong learning has been a principle for Norwegian education in legal framework and practice for many years. However, there is no doubt that the new possibilities for validation of

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non-formal and informal learning have opened up upper secondary education and training as well as higher education to adult groups with little formal education. This was a central objective for the Competence Reform in 1999. The ongoing Knowledge Promotion reform in primary and secondary education introduces ‘learning outcomes’ instead of hours/days of teaching and curriculum. This should make it easier to validate non-formal and informal learning in relation to upper secondary education. To make it possible to take upper secondary education or higher education is an important effect of having one’s non-formal and informal learning assessed and validated. Of candidates that had gone through this process in county assessment centres in 2001 and 2002, 20–25 % thought that this was the most important effect of the validation. 25-30 % thought that the most important effect was that the validation ‘has made me believe that I can get the education I want’. 45-55 % of the candidates had the opinion that the validation had implied these two educational effects for them83. The county assessment centres are closer to upper secondary education – often located in schools – than to higher education. Higher education institutions do their own assessment in relation to specific study programmes. Even so, it may be useful to have one’s non-formal and informal learning assessed in relation to general subjects in upper secondary education, before applying to a specific study programme. In higher education, applicants have to be 25 years or older to be admitted as students to specific courses on the basis of validated non-formal and informal learning after individual assessment, according to the Act relating to universities and university colleges. The average age for these students was 38 years in 2001, compared to 24 years for students admitted with formal study competence. All age groups among adults use the possibility to enter higher education with validated non-formal and informal competence. Two surveys from NIFU STEP have shown the age distribution in 2001 among the applicants84 and among the admitted new students85. Age 25-30 years were 27 % of the applicants and 22 % of the students, age 31-36 years were 24 % and 22 %, age 36-40 years were 21 % and 21 %, age 41-45 years were 13 % and 18 %, age 45+ years were 15 % and 17 %. More than half the students admitted on the basis of validated non-formal and informal competence were older than 35 years. It also seems as if the older students had a somewhat better chance of being admitted to the studies they chose. 5. 2.b) Providing flexible personalised learning pathways The modular structure of upper secondary education makes it easier to adapt the education to the needs of adults with validated non-formal and informal learning. Vox did a survey of adults registered for examinations in upper secondary education courses in spring 2003, around half of these adults had earlier gone through assessment and validation of their non-formal and informal competence. Most of the adult candidates were in 83 Agenda (2003): Evaluering av Realkompetanseprosjektet. Hva mener ”brukerne”? Vedlegg til sluttrapport. Sandvika: Agenda Utredning & Utvikling AS (p. 52). 84 Helland, H. & Opheim, V. (2004): Kartlegging av realkompetansereformen. Oslo: NIFU. Skriftserie 6/2004 (p. 49-51). 85 Helland, H. (2005): Realkompetansestudenters bortvalg og studiepoengproduksjon. Oslo: NIFU STEP. Rapport 6/2005 (p. 98).

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employment as they took the courses. The majority of the candidates, around 75 %, think that the educational offer in which they have participated, were adapted to their needs. Around 20 % think that the offer was partly adapted to their needs. This was the case for adaptations in relation to educational level, time of the day and place for the course. However, only 54 % think that the tempo of the education was adapted to their needs and 34 % think it was partly adapted to their needs. Some of the courses are quite intensive and tough to take while in full-time work. Another question is difficulties with reading and writing. A fifth of the candidates states that they have such difficulties, 40 % of them had been tested for these problems. However, only 16 % of them had got courses adapted to their reading and writing difficulties, while 27 % had the examination adapted to these difficulties86. The possibility for individual adaptation of upper secondary education for adults varies with location to some degree. Vox did interviews with the county educational administration in all counties. The counties have developed different solutions for how validated non-formal and informal competence shall become important for an adapted and shortened educational offer. Several counties point out that it is resource demanding to think individual adaptation as to planning, tailor-made courses and validation. This also leads to large challenges in logistics and less predictability in planning. There were two main trends in the counties’ work with giving education offers to adults. One trend is represented by those that primarily focus on finding flexible solutions for the individual and thereby increased competence as an investment for regional development. Another trend is represented by those that are more rule oriented, they use legal acts and regulations with a view to deciding on priorities and delimitation87. 5. 2.c) Raising educational attainments by increasing the completion rates of secondary education qualifications There were 15 827 adults with assessed and validated non-formal and informal learning among pupils in advanced courses (level 3) and apprentices in upper secondary education in 2005. (Source: Norway Statistics from KOSTRA county registration) The corresponding figure for 2004 was 8,270. We see a remarkable increase in the recruitment to upper secondary education after validation – or the registration in the counties has improved from 2004 to 2005. We may assume that most of these adults will pass the final examinations and complete upper secondary education and training. (In the Internet based statistics, KOSTRA figures are given on county level and regional level, but not on national level.) Figures are not available for the years before 2004. 5. 2.d) Increasing the tertiary participation rates of non-traditional learners

86 Engesbak, H. & Stubbe, T.A. (2004): I videregående som voksen. Oslo: Vox. Rapport 4 i Kunnskapsgrunnlaget 87 Haugerud, V., Røstad, S. & Stubbe, T.A. (2004): Intensjoner og realiteter. Oslo: Vox. Rapport 6 i Kunnskapsgrunnlaget

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What are the characteristics of students admitted on the basis of validated non-formal and informal learning, compared with other students?88

- Their parents have on average lower educational level, fewer have higher education and fewer have completed upper secondary education.

- They have to a larger degree lived in Northern Norway and the inner parts of southern Norway, in counties where the educational level is lower than average.

- They have to a larger degree lived in rural communities and less in larger cities. - They are to a slightly lower degree children of immigrants. 3 % have two foreign-born

parents (5 % among other students). 2 % have both parents from a non-western country (5 % among other students). An earlier report on applicants with non-formal and informal learning89 had the opposite conclusion, but there ’immigrant’ was defined by self-reported foreign citizenship and foreign mother language.

5. 2.e) Improving the teacher work force through more flexible entrance to teaching occupation Studies to become a generalist teacher (primary and lower secondary school) or pre-school teacher are popular among applicants that seek admission with validated non-formal and informal learning. Of these non-traditional applicants, 17 % - 18 % or approximately 1,000 persons wanted teacher education in 2001-2002. Of the other applicants, only 8 % wanted teacher education or approximately 6,000 persons90. After the admission process in 2001, 25 % of the new students admitted on the basis of validated non-formal and informal learning (425 persons) were in teacher education. Of the other students, 11 % were in teacher education (3257 persons). Of all the teacher students, a minority of 11 % were admitted with validated non-formal and informal competence91. However, since these older non-traditional students are older in general have more work experience and often have own children in school age, they are considered by the university college staff to contribute positively to the learning of their younger fellow students.92

5.3. Social benefits 5. 3.a) Building social institutions to arrange smoother transition from education to work and from work back to education; increasing socio-cultural equity and social cohesion by providing pathways for formally excluded disadvantaged groups to be included Validation of non-formal and informal learning is useful for immigrants and refugees that often lack documentation of their education and work experience. In county assessment

88 Helland, H. (2005): Realkompetansestudenters bortvalg og studiepoengproduksjon. Oslo: NIFU STEP. Rapport 6/2005. 89 Helland, H. & Opheim, V. (2004): Kartlegging av realkompetansereformen. Oslo: NIFU. Skriftserie 6/2004. 90 (ibid) 91 Helland, H. (2005): Realkompetansestudenters bortvalg og studiepoengproduksjon. Oslo: NIFU STEP. Rapport 6/2005 (p. 31). 92 Brandt, Ellen (2002): Høgskolenes erfaringer med realkompetansestudenter fra forsøksordningene i 1999 og

2000. Oslo: NIFU. Skriftserie 11/2002.

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centres, vocational testing is often used for these groups93. For more information, see component 5.1.e). For adults seeking employment, it is important that validation for their non-formal and informal learning done by county assessment centres becomes a part of the Labour Market Services work to further qualify them for employment through individual plan and adapted vocational courses from upper secondary education and the Services. A pilot project to improve the cooperation between the different public services has recently started. For more information, see component 5.1.e). 5. 3.b) Leading to better societal values (e.g. promotion of democracy, intercultural understanding, better health, lower criminal rates, etc) In the White Paper for the Competence Reform, it is stated that a Competence Reform for the adult population ought to continue the Nordic tradition of ‘popular adult education’.94 This tradition has emphasised developing the individual to be a socially conscious, democratic and participating person. Some additional information on this matter is awaited in two new White Papers on education and social inclusion from the Ministry of Education and Research and the Ministry of Labour and Social Inclusion, Fall 2006. 5. 3.c) Enhancing flexibility to allow more mobility within the education and training sector (e.g. between VET and HE and from FE to HE, etc) The Norwegian education system has for some time been quite flexible. Validation of non-formal and informal learning has now made it possible for those with some vocational upper secondary education to get admission to higher education study programmes, without having to take an extra school year to obtain qualifications in six theoretical subjects for general study competence. 5. 3.d) Building a stepping stone for prisoners to be re-integrated into a society. Prisoners are mostly offered education and training on upper secondary level. Vocational testing and validation of non-formal and informal learning are seldom used. To introduce such procedures to chart the prisoners’ competence will improve the training offers. This may also motivate the prisoners for further education and later employment. The Ministry of Education in a White Paper on prison education95 stated: “The prison school shall arrange validation of non-formal and informal learning for prisoners that wish so and have the right to it. The validation is the basis for working out individual plans for education and training. The county

93 Hagen, A., Svendsen, E. & Folkenborg, K. (2002): Dokumentasjon av realkompetanse gjennom yrkesprøving. En kartlegging av erfaringer med kompetansedokumentasjon for flyktninger og innvandrere. Oslo: Fafo. Fafo-rapport 388. 94 St.meld. nr 42 (1997-98): The Competence Reform, KUF. 95 St.meld. nr. 27 (2004-2005): Om opplæringen innenfor kriminalomsorgen, ”En ny vår”. UFD.

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and the local school find suitable arrangements for the carrying out of the plans. Also prisons without schools should arrange for validation. The prisons must be given information on validation of non-formal and informal learning and on practical local implementation. The Ministry will start a pilot project on validation of non-formal and informal learning for prisoners, based on the principle of adapted training. The project will be followed up with evaluation and dissemination of experience.”

5.4 Personal benefits 5. 4.a) Empowering individuals to have more control over where and when they learn “You know more than you think you do” is a slogan used to make the idea of Competence Passport better known. To document one’s total formal, non-formal and informal learning gives positive surprises to many participants. To have this learning assessed and validated makes the participants more confident of their abilities. Validation of non-formal and informal learning “has given me confidence that I know something” was agreed by 50-55 per cent of the candidates that had gone through validation at county assessment centres in 2001- 2002; it was considered the most important effect by 15 per cent of the candidates96. Vox staff interviewed managers and employees in small and medium-sizes enterprises in rural areas on their experiences with validation of non-formal and informal learning documented in Competence Passports. In two brochures, employers and employees were presented with photo, name and enterprise, and they told their stories. One story is of a woman named Go June working as a cleaning operator. A work accident became a new start for her. She fell and broke her shoulder and leg, leading to a long-term sick leave. Her manager called and asked if she wanted to take a trade certificate in cleaning. She had earlier wanted to do so, and now she had the time. It was a great help that five colleagues started too, they organised a study group so she was not isolated. Her starting point was lower secondary school and one-year domestic science school. But the school papers did not tell what she really knew. That she realised as she and her colleagues in the cleaning enterprise worked with documenting their non-formal and informal learning and filled in the Competence Passport. The Competence Passport describes work experience, experience outside working life, courses, training and certificates. A lot of this could be validated as practice in relation to trade certificate. It also includes personal qualities. It was stated that she is committed and cheerful, qualities that her employer appreciates. Go June says “It was good for my self confidence that the charting of competence also dealt with qualities and courses and activities I had participated in outside work. That gives you confidence in yourself.” With trade certificate, she experience that she has a stronger standing in her occupation and the work is more interesting. “I have a different pride in my occupation now”, she says. As a skilled worker, she now makes speeches on competence development for top municipal administrators. She is a living proof that competence is not only an examination certificate, but a whole life.

96 Agenda (2003): Evaluering av Realkompetanseprosjektet. Hva mener ”brukerne”? Vedlegg til sluttrapport. Sandvika: Agenda Utredning & Utvikling AS (pp. 51-52).

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5. 4.b) Developing the aspirations of those who have ‘dropped out’ to resume learning and to complete a qualification Validation “has made me believe that I can get the education I want to take” was agreed by 55 per cent of the candidates that had gone through validation of non-formal and informal learning at county assessment centres in 2001-2002; it was considered the most important effect by 30 per cent of the candidates. Validation “has made me more aware of my resources” was agreed by 60 per cent of the candidates, it was considered the most important effect by 20 per cent of the candidates97. There is no doubt that the validation process strengthens the ambition of the participants as their “hidden” knowledge is made visible and recognised. Vox staff interviewed employers and employees in enterprises in rural areas on the advantages of Competence Passport and validation of non-formal and informal learning. In two brochures, employers and employees were presented with photo, name and enterprise and they told their stories. One story is of a man named Per. He had problems reading and writing (dyslexia) and quit school early to work as an excavator driver. “When I grew up, it was not important with papers, because you always got a job. If there was an excavator, you could dig.” Per was employed by an oil drilling enterprise in 1991. He was unskilled, but capable. Gradually he worked his way up to become a manager. He got the main responsibility for reinjection-work on two oil riggings in the North Sea. He travelled much and had heavy responsibilities, perhaps too heavy. So one day he had a breakdown. What should he do now? He would not go on in the same track as before. The employer gave him a choice. He could get new work tasks, but then he had to get a trade certificate as a mechanic. In cooperation with the employer, Per documented his non-formal and informal competence. He had long experience with mechanical work both in the North Sea and on land. What he had learnt through practical work, he got recognised as part of the education. The rest he studied on his own and did well in the examination. Per now has trade certificate as an industrial mechanic, and has a new job in the same enterprise. “Now I’m finally standing tall”, he says. 5. 4.c) Reducing the stigma of qualifications associated with non-formal and informal learning The Nordic countries have a long tradition of adult education associations, providing non-formal education and training that has been considered positive. Even so, the ‘education explosion’ since the 1970s has led to lack of formal education after the compulsory nine years being felt by individuals as a handicap. These individuals are defined as ‘unskilled’. The legal duty of upper secondary schools and higher education institutions to accept individual applicants with validated non-formal and informal learning - in competition with other applicants – is a very important factor that strengthens a more positive attitude towards such qualifications.

5.5 Others [unavailable]

97 Agenda (2003): Evaluering av Realkompetanseprosjektet. Hva mener ”brukerne”? Vedlegg til sluttrapport. Sandvika: Agenda Utredning & Utvikling AS.

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Component 6: Conclusions and challenges98

The Norwegian country background report represents a significant multisectoral compilation of updated information on national approaches to recognition of non-formal and informal learning. Findings indicate both high achievements and reasons for some concern after five years of experience with a recognition system. The country background report signalizes that an acknowledgment of the OECD indicators on cost-benefit requires a new debate on the accountability of the current recognition system in Norway. A main challenge for the national recognition system is to maintain, evaluate and develop its legitimacy within the educational and work-place sectors. A prerequisite for the realization of corresponding strategies is enhanced evidence-based knowledge of both quantitative and qualitative measures of how intentions are executed, incentives are distributed and adapted, and how actors on different levels within the recognition system stand accountable for its outcomes.

Important findings:

• Input: Evidence on contextual factors (comp. 1) and descriptions of institutional arrangements (comp. 2) indicates a line of successful continuation of tripartite involvement in policy-making on lifelong learning. Findings point to a gradual evolvement in RNFIL-thinking introducing indicators in work-place contexts towards encompassing corresponding measures of basic skills and competence-based learning within all educational levels. There is also a visible shift in issues of responsibility and standardization, recently focusing more on institutional performance than individual responsibility.

• Processes: Evidence on descriptions on technical arrangements (comp. 3) indicates functionality of current procedures, still suggesting some opacity in focus on targeting and informing users. Findings also point to a need for enhanced cooperation between the educational sector and the labour market. A framework of qualifications may provide an important link between standardization in assessment arrangements and procedures of quality assurance enhancing legitimacy to the recognition system.

• Output: Evidence on stakeholder behaviour (comp. 4), case studies on benefits and barriers (comp. 5), and cost-benefit outcomes for society (cf. annex 1) represents the greater challenge. Due to reasons suggested in the introduction to this report, the recognition system in Norway being effective, beneficial and equitable has more or less been taken as self-evident. However, lack of such data may be a serious barrier in giving the Norwegian model added international legitimacy - in terms of the indicators selected by the OECD. More importantly, research-based collection of output data

98 In the Norwegian country background report the suggested outline of OECD is merged into a context-sensitive

outline, agreed upon by the project group and supported by the Norwegian reference group. Information on omitted questions on linkages to national goals for learning and status of lifelong learning strategies at post-compulsory education is available in previous sections, see e.g. 2.1.a) and 5.2.a).

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enhances evidence-based policy developments - an inherent factor in lifelong learning governance.

Main conclusion: Initiated arrangements are functioning, but a new mode of information is needed to assess the performance level of the Norwegian model of recognition of non-formal and informal learning.

Norwegian competencies:

• Input: Persistence and will characterizes the Norwegian efforts of creating a beneficial and equitable recognition system, serving as a good example on inclusive governance. Multisectoral structural reforms are created to facilitate national tripartite interaction and international cooperation.

• Processes: Norway represents a good case in illustrating unique programmatic competence in RNFIL-approaches due to experience as quick implementer of a recognition system.

• Output: One of the main strengths of the national system has been the persistent focus on measures of social inclusion in approaches to learning and training, emphasizing individual output in terms of enhanced living standards as criterion of success.

Norwegian challenges:

• Input: What focus should receive more national priority in policy-adjustments to the recognition system in the future - the workplace or educational context? Overcoming assumptions that one mode of learning is inherently superior of another, what incentives may be used to support cooperation between the formal educational sector, work-place contexts and the other arenas where people build their competencies (third sector)?

• Processes: What should be the role of the state in matters of quality assurance of assessments related to recognition? How is responsibility to be designated in supporting regional procedures of RNFIL? What role is NAV, the newly established Norwegian Welfare and Labour Organization, to have in more obligatory cooperation with the educational arenas on RNFIL-matters?

• Output: Which arrangement should receive more priority in further inquiries - the individual arrangement or the system arrangement? What would be valuable output-indicators for institutional performance in evaluation of the Norwegian recognition system? What kind of inquiry is needed to provide cost-benefit evidence on relationships between competence enhancement and knowledge production in the

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knowledge society? Which incentives would better sustain evidence-based governance in adding legitimacy to RNFIL within relevant sectors (e.g. knowledge distribution, commissions, regulations, funding)?

Norwegian strategies:

• Input: National goals for recognition of non-formal and informal learning in Norway are closely associated to the overall educational aim of offering opportunities for all to participate in the knowledge society. Validation of non-formal and informal learning is closely associated with the lifelong learning agenda. However, lifelong learning is not only to be understood in its narrow sense of re-entering formal education. The decision to establish a national system for validation of non-formal and informal learning was firmly rooted in the national Competence Reform. The reform aimed to facilitate learning in education as well as in working life and elsewhere, such as in study associations, folk high schools, organisations, leisure time activities, family life etc. The national goals of validation are therefore associated with lifelong as well as lifewide learning. In the government white paper on the Competence Reform, the government stated that

It is vital for further competence-building to establish a system to document and recognise adults' non-formal learning. This system must have legitimacy in the workplace and in the educational system (St.meld. 42 1997-98 Kompetansereformen).

This was endorsed by the parliament in its recommendation about the Competence Reform (Innst. S. nr. 78 1998-99), which emphasizes two different contexts for validation:

1. Validation related to working life, aiming to help adults who need to validate informal learning to get a job, or to carry out a profession or an occupation. 2. Validation related to formal education, aiming to admit adults into an education programme, or to have exemption from parts of the programme

These goals have been endorsed by the amendments made in various laws following the reform. In addition to opening up the education system to people who lack the formal education required to be admitted, and adapting the education to the knowledge and skills of the individual, validation of informal learning serves as a tool for a wide array of different goals, as endorsed in different policy reports:

a. Validation is helpful to include refugees and immigrants, who

sometimes lack formal qualifications or are unable to provide certificates. This is pointed out in the government action plan against racism and discrimination 2002-2006

b. In the recent government white paper on senior policies (St. meld nr. 6 2006-2007) validation of non-formal and informal learning is endorsed as a tool for enhancing the careers of older workers, who

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sometimes have a long work experience but lack formal qualifications.

c. Admission to higher education on the basis of non-formal learning has given opportunities to a considerable number of women older than 25 years to prepare for work in kindergartens, schools and health institutions.

d. Validation of informal learning, both in working life and as a basis for admission into higher education, is also an important tool in reducing skills shortages, particularly in the health and social services sector, as stated in the national plan to recruit personnel to the sector 2003-2006, made by the Directorate for health and social affairs, and in the recent government white paper on the future challenges in the health and social services (St. meld. nr. 25 2005-2006).

e. In the forthcoming government white paper on education and social equality, validation of non-formal and informal learning is endorsed as means to widening access to the education system, and thus contribute to social mobility for adults.

• Processes: When it comes to operationalizations of recognition of all types of learning outcomes it should be noted that recognition of non-formal and informal learning is firmly established as part of the education policy and the lifelong learning policy in Norway. Nevertheless, a number of challenges remain in order to realise the full potential of a national validation system:

1. The opportunities for validation and recognition are not widely known amongst the potential users, particularly amongst people with low formal education.

2. Currently, adults born after 1978 do not have the same statutory right to have their learning validated at the upper secondary level as adults born before 1978.

3. There is too much variation between the counties in how they practice recognition of non-formal and informal learning, and how far they go in exempting parts of the upper secondary education program. According to Vox, informal learning which is recognised in one county is not recognised in another. Too big variations in practice may contribute to undermining the legitimacy of the system. Variation is related to the skills of the assessors as well as to different validation procedures and practices in the counties.

4. Vocational testing, which is a validation method developed particularly to fit the needs of immigrants who have difficulties with expressing their competencies in oral or written form, is not widely used.

5. The admission procedures of higher education institutions sometimes complicates the use of recognition in the academic track of the upper secondary level. Applicants who have passed upper secondary on the basis of non-formal and informal learning are not ranked, but given the status “passed”. All applicants with a “passed”-status is ranked behind those who received ordinary marks on their school-leaving certificate from upper secondary education.

6. The cooperation between the employment and welfare offices and the county offices responsible for recognition of learning at the upper secondary level is underdeveloped, and relatively few unemployed people use the opportunities offered to have their learning validated

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7. Higher education institutions enjoy a large degree of freedom in how they practice access and exemptions. There will always be variations in practice between the institutions depending on their geographical location and the number of young applicants. The institutions are in contact in order to learn from each other and develop more coherent practices. Experiences so far may suggest that there is room for an even closer cooperation.

8. In spite of public campaigns and social partner agreements, the use of documentation tools such as the Competence Card (a description of competence gained in working life) has not been widely spread in working life. It is an open question whether the limited spread of such tools is rational seen from a macro economic perspective or whether the state should engage more actively to encourage the further spread of such tools in the future.

• Output: Throughout the process of compiling evidence for this report it has also become clear that effect studies need to be initiated to provide valid statistical evidence on where we stand five years into experience with a recognition system. According to the knowledge gaps evident in our research, further inquiries should also focus on the output side of recognition in terms of transparency, predictability and cost-effectiveness. More information is also needed to provide policymakers with valid input on individuals’ succeeding labour performance and living standards. Valid information on these topics was also requested by the RNFIL reference group.

The new educational reform “Knowledge Promotion” is oriented towards learning output and increased regional autonomy. Implementation of the initiatives in this reform will also have effects on the legitimacy and reliability of the validation procedures in the counties. In its political platform, the government has clearly expressed that it is a goal to strengthen adults’ right to validate informal and non-formal learning. The ministry has granted Vox the responsibility to further develop the national validation system, and has provided funds for this work. Vox has worked to inquire into the practices and results of validation efforts in the counties and in the higher education institutions. Also, Vox has been a leading and coordinating actor in developing tools and practices, developing the competences of the assessors in the counties and facilitating learning between higher education institutions. A new project to develop the cooperation between the employment and welfare offices and the counties is currently in process. Vox has cooperated with the social partners, the counties, the higher education institutions and the Directorate of Labour and Welfare in this work. More work remains to be done, however. The government will therefore discuss some of above mentioned challenges in the forthcoming white paper on work, inclusion and welfare and the white paper on education and social equality, and some new measures will be proposed.

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Annex I / II

ANNEX 1. PROPOSED TABLES FOR THE ANALYSIS AND THE PREPARATION OF THE COMPARATIVE REPORTABLE OF CONTENTS FOR ANNEX99

Table 3. Table of Contents for Annex 1

3. Tables for the whole population 3.1. Financial resources invested in recognition of non formal and informal learning W1 – Total expenditure on recognition of non formal and informal learning by source of funds

W2 – Total public expenditure on recognition of non formal and informal learning W3 – Public expenditure on recognition of non formal and informal learning as a percentage of total public educational expenditure W4 – Destination of public spending on recognition of non formal and informal learning W5 – Public expenditure on recognition of non formal and informal learning by level of government W6 – Total expenditure on recognition of non formal and informal learning as a percentage of total educational expenditure (public or not) W7 – Destination of total spending on recognition of non formal and informal learning

3.2. Expenditure per participant in any programme of recognition of non formal and informal learning W8 – Expenditure per participant in the recognition process by level of education

W9 – Expenditure per participant in the recognition process by the aggregated level of learning W10 – Expenditure per participant in the recognition process by domain of recognition W11 – Expenditure per participant in the recognition process by labour force status

3.3. Characteristics of participants in the recognition process of non formal and informal learning W12 – Population sizes from 1990 to 2005

W13 – Distribution of participants in the recognition process by age W14a – Distribution of participants in the recognition process by type of subject W14b*- Distribution of participants in the recognition process by type of subject in one of the county authorities W14c* - Distribution of participants in the recognition process for admission to public universities and university colleges by type of study program (ISCED 5) compared to applicants with general study competence – Year 2002 W15 – Distribution of participants in the recognition process by assessment method W16 – Distribution of participants in the recognition process by reason for undertaking a recognition process W17 – Distribution of participants in the recognition process by labour force status W18 – Distribution of employed participants in the recognition process by occupational status W19 – Distribution of employed participants in the recognition process by industry W20 – Distribution of participants in the recognition process by educational attainment W21 – Distribution of participants in the recognition process by aggregated educational attainment W22 – Distribution of participants in the recognition process by place of birth W23 – Distribution of participants in the recognition process by aggregated place of birth W24 – Distribution of participants in the recognition process by duration of recognition process

99 All tables in shades of grey indicate where we could not /did not have opportunity to obtain valid data due to

access and/or time. All tables are still listed in the annex, as they are seen to form an integrated whole in the understanding of the conclusions to this report. It should also be noted that not all OECD tables/sections were deemed equally relevant within the Norwegian context.

*In some cases we found numbers that could be of value in the Norwegian context. When these were not listed in the OECD list of proposed tables, we made our own W14b) W14c) and W34b)

70

W25 – Distribution of participants in the recognition process by region of residence W26a– Participation and non participation in the recognition process W26b- Reasons for not participating in the recognition process

3.4. Outcomes, for individuals, of participation in the recognition process W27 – Distribution of participants in the recognition process by level of attainment after the

recognition process W28 – Distribution of participants in the recognition process by labour force status before the recognition process and 6 months after the end of this process W29 – Distribution of participants in the recognition process by labour force status before the recognition process and 12 months after the end of this process

3.5. Enterprises and employers W30 – Distribution of employed participants in the recognition of non-formal and informal learning by size of

the establishment they are working in 3.6. Recognition providers W31 – Characteristics of recognition providers, delivering a formal recognition (qualification, certificate,

credits, etc.) for non-formal and informal learning 3.7. Educational institutions W32 – Distribution of students that received recognition by size and by level of educational institutions

W33 – Characteristics of students that have changed field of study during the year W34a – Characteristics of recognition provided by education institutions W34b* - Recognition provided by tertiary education institutions (public universities and university colleges) for admission to a study programme – Year 2001-2006

3.8. Mobility and transition W35 – Distribution of students that have changed education institution during the year

W36 – Distribution of students that have changed field of study during the year W37 – Distribution of students (newly graduates or drop-out students) that have found a job W38 – Distribution of geographically mobile students during the year W39 – Distribution of employed people that have changed job during the year W40 – Distribution of employed people that have went back to full-time formal study by using the recognition of non-formal and informal learning during the year W41 – Distribution of employed people that have undertook part-time formal study while working by using the recognition of non-formal and informal learning during the year W42 – Distribution of unemployed people that have found a job by using the recognition of non-formal and informal learning during the year W43– Distribution of active people that have changed job during the year

3.9. Broad types of non formal programmes that lead to recognition W44 – Broad types of non formal programmes that are being recognised – Year yyyy 4. Tables for the female population Table F12-F44 5. Tables for the male population Table M12-M44 6. Tables for future projection 6.1. Estimated proportion (%) of provision of formal and non-formal learning programmes at post-secondary education and training Table FP1 – Proportion of provision of formal and non-formal learning programmes 6.2. Estimated proportion (%) of participation in formal and non-formal learning Table FP2 – Proportion of participation in formal and non-formal learning programmes 6.3. Estimated proportion (%) of recognition of formal and non-formal learning Table FP3 – Proportion of recognition of learning outcomes from formal and non-formal/informal learning

opportunities

71

3. Tables for the whole population

3.1. Financial resources invested in recognition of non formal and informal learning

Table W1 –Total expenditure on recognition of non formal and informal learning by source of funds– Year 2003

Source of funds Expenditure on recognition of non formal and informal learning % of GDP Public 45 million NOK* 0,003 % Trade Unions ≈ 0 ≈0 % Private (other than individual)

≈ 0 ≈0 %

Individuals themselves ≈ 0 ≈0 % Total 45 million NOK** 0,003 %

Source: VOX (Røstad)

* Includes recognition related to academic track and vocational tracks at ISCED level 3. Estimate for academic track is 20 million NOK, for vocational tracks 25 million NOK (not including recognition related to academic subjects in vocational programs). Estimates for expenditure on recognition in higher education are not available.

** Expenditure on recognition in higher education not included.

Notes to Table W1:

• What is expected here is a picture of all the resources going to recognition of non formal and informal learning. L1 might include sources apart from Ministries of Education. The total of column 2 (L2) thus represents the total annual budget spent on recognition of non formal and informal learning activities only.

• All figures in column 2 should be in local currency.

• Authors must add as many lines as necessary – replacing "other" – to provide the most accurate information possible.

• The total of column 3 (P1) indicates the proportion of GDP devoted to recognition of non formal and informal learning.

• Please provide all available years.

Table W2 – Total public expenditure on recognition of non formal and informal learning – Year 2003

Expenditure % of all public expenditure % of GDP 45 million NOK* 0,006 % 0,003 %

Source: VOX, Statistics Norway

* Not including expenditure on recognition in higher education (estimates not available).

Notes to Table W2:

This table concentrates on the first line of Table 1, that is, public funding of recognition of non formal and informal learning (L1). The only idea is to provide the proportion of the public budget that is devoted to recognition of non formal and informal learning.

72

Table W3 – Public expenditure on recognition of non formal and informal learning as a percentage of total public educational expenditure – Year 2003

Level of public expenditure on education

Public expenditure on recognition of non formal and informal learning (%)

Public expenditure on all other educational activities (%)

101,3 billion NOK (2003)

0,04 % * 99,96 % *

Source: Vox, Statistics Norway

* Not including expenditure on recognition in higher education (estimates not available).

Notes to Table W3:

• The idea here is to break down the public budget on education according to the main destination: recognition of non formal and informal learning or something else (initial education, adult learning, VET…).

• First, the total public budget devoted to educational activities (L3) has to be provided in column 1. Then this total budget must be broken down into its two main components (P2 and P3).

• Column 1 must show the total public budget spent on Education activities in local currency.

• P2 + P3 = 100 %.

Table W4 – Destination of public spending on recognition of non formal and informal learning – Year 2003 Public expenditure (in local currency) %

Buildings ≈ 0 ≈ 0 %

Staff 45 million NOK* ≈100 %

Assessment, jury ≈ 0 ≈ 0 %

Incentives (Ad campaigns etc)

≈ 0 ≈ 0 %

…

Total 45 million NOK* 100

Source: Vox

* Not including expenditure on recognition in higher education (estimates not available).

Notes to Table W4:

• The main idea here is to break down the figure given in column 1 of Table W3, that is, L3, into the main destinations for spending.

• The main pillars have been given but the authors can add country-specific categories to replace “others”.

Table W5 – Public expenditure on recognition of non formal and informal learning by level of government – Year 2003

Level of government Expenditure (in local currency) % Central Regional 45 million NOK* ≈100 % Other local (please specify)

Cities

73

Total 45 million NOK* 100

Source: Vox

* Not including expenditure on recognition in higher education (estimates not available).

Notes to Table W5:

The focus is on public expenditure that must be broken down according to the level of government involved.

• The total of column 2 (L1) has already been given in table W1.

• The total of column 3 should be 100 %.

Table W6 – Total expenditure on recognition of non formal and informal learning as a percentage of total educational

expenditure (whether public or not) – Year 2003

Expenditure on education Expenditure on recognition (%) Expenditure on all other educational activities (%)

≈100 billion NOK* 0,04 % * 99,96 % *

Source: Vox, Statistics Norway

* Not including expenditure on recognition in higher educations (estimates not available).

Notes to Table W6:

This table is very similar to Table W3 except that it focuses on all expenditure (including public) to break down the proportion that goes to recognition of non formal and informal learning and that which goes to other types of educational activities.

• The total budget devoted to educational activities (L4) has to be provided in column 1, then this total budget must be broken down into the two main components.

• Column 1 must show the total budget spent on education activities in local currency.

• P4 + P5 = 100 %.

Table W7 – Destination of total spending on recognition of non formal and informal learning – Year 2003

Expenditure (in local currency) % Buildings ≈ 0 ≈ 0 %

Staff 45 million NOK * 100 %

Assessment, jury ≈ 0 ≈ 0 %

Incentives (Ad campaigns etc)

≈ 0 ≈ 0 %

Total 45 million NOK* 100 %

Source: Vox

* Not including expenditure on recognition in higher education (estimates not available).

Notes to Table W7:

74

• The main idea is to breakdown the figure given in column 1 of Table W6 (that is, L4) into the main destinations for spending.

• The main pillars have been given but authors must add country specific categories to replace “others”.

3.2. Expenditure per participant in any process for recognition of non formal and informal learning

Table W8 – Expenditure per participant in the recognition process by level of education – Year yyyy Highest level of education attained prior to participation in a programme for the recognition of non formal and informal learning

Average expenditure per

participant (local currency)

Average public spending per participant (local currency)

Frequency on which the average is

computed

ISCED 0

ISCED 1

ISCED 2

ISCED 3

ISCED 5

ISCED 6

ISCED 7

Source: ????????

Notes to Table W8:

• From this section, “participant” refers to the person going through a recognition of non formal and informal learning process.

• This section deals with the average cost of recognition.

• ISCED codes are given with maximum accuracy (from 0 to 7 in great details) on the grounds that it is always easier to aggregate detailed figures than to breakdown aggregated figures. As the figures asked reflect an average, the frequency is also required in order to aggregate some rows. This is useful for comparative purposes, since not all the countries may have detailed data. For the countries that do not have such figures, Table W9 contains the same data but on an aggregated basis.

• Figures in column 3 cannot be greater than figures in column 2 since the latter corresponds to the share of public funding.

Table W9 –Expenditure per participant in the recognition process by the aggregated level of learning – Year yyyy

Aggregated highest level of education attained prior to participation in a programme for the recognition of non formal and informal learning

Average expenditure per

participant (local currency)

Average public spending per participant

(local currency)

Frequency on which the average is computed

ISCED 0-2

ISCED 3

ISCED 5-7

Source: ????????

Notes to Table W9:

• This table provides exactly the same data as the previous one (Table W8) but the ISCED level is aggregated for initial education and training. Some countries may not have the detailed figures at hand and the proposed grouping is quite usual.

• In an area where qualifications framework appears everywhere, countries may provide – in addition or instead – the same data according to the levels of their qualifications framework.

75

Table W10 – Expenditure per participant in the recognition process by domain of recognition – Year yyyy

Type of learning outcomes/competencies recognised

Average expenditure

per participant (local currency)

Average public spending per participant

(local currency)

Frequency on which the average

is computed

In agriculture

In service

In industry

(these are only examples)

…

Source: ????????

Notes to Table W10:

• This table provides the average cost of participating according to the type of learning outcomes recognised.

• Categories are proposed in a broad sense and, therefore, countries should feel free to provide different categories, if they are available.

• If the average significantly differs by age, gender, employment status, etc., please specify.

Table W11 – Expenditure per participant in the recognition process by labour force status – Year 2003

Labour Force Status

Average expenditure

per participant (local currency)

Average public spending per participant

(local currency)

Frequency on which the average is computed

Employed (total)

4 300 NOK* 4 300 NOK* **

Part time 4 300 NOK* 4 300 NOK* ** Full time 4 300 NOK* 4 300 NOK* ** Temporary 4 300 NOK* 4 300 NOK* ** Permanent 4 300 NOK* 4 300 NOK* ** Unemployed 4 300 NOK* 4 300 NOK* ** Not in the Labour Force, not retired

4 300 NOK* 4 300 NOK* **

Retired 4 300 NOK* 4 300 NOK* **

Source: Vox

* Not including expenditure on recognition in higher education (estimates not available). Expenditure does not vary by labour force status. Average calculated based on total expenditure of 45 million NOK at ISCED 3 (10 500 participants).

** Distribution of participants by labour force status not available.

‘Notes to Table W11:

• This table provides the average cost of participating according to the position in the labour market. • If the average significantly differs by age, types of engaged industry, etc., please specify. • From the “employed”, part-time contracts are separated from full-time contracts; however, the total of these two lines must

equal the “employed” line.

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• From the “employed”, temporary contracts are separated from permanent contracts; however, the total of these two lines must equal the “employed” line.

3.3. Characteristics of participants in the recognition process of non formal and informal learning

Table W12 – Population and groups size, from 1990 to 2006

Year

Frequency of

individuals outside the

initial education

and training formal

system100

Frequency of

individuals between 16

and 64 years of age101

Frequency of

individuals below 16

Frequency of individuals above 64

Total population102

Frequency of individual

employed

Frequency of individual unemployed

Frequency of individuals

out of labour force

2006 F1 F2a F2b F2c F3 F7 F8 F9 2005 F1 F2a F2b F2c F3 F7 F8 F9 2004 F1 F2a F2b F2c F3 F7 F8 F9 2003 F1 F2a F2b F2c F3 F7 F8 F9 2002 F1 F2a F2b F2c F3 F7 F8 F9 2001 F1 F2a F2b F2c F3 F7 F8 F9 2000 F1 F2a F2b F2c F3 F7 F8 F9 1999 F1 F2a F2b F2c F3 F7 F8 F9 1998 F1 F2a F2b F2c F3 F7 F8 F9 1997 F1 F2a F2b F2c F3 F7 F8 F9 1996 F1 F2a F2b F2c F3 F7 F8 F9 1995 F1 F2a F2b F2c F3 F7 F8 F9 1994 F1 F2a F2b F2c F3 F7 F8 F9 1993 F1 F2a F2b F2c F3 F7 F8 F9 1992 F1 F2a F2b F2c F3 F7 F8 F9 1991 F1 F2a F2b F2c F3 F7 F8 F9 1990 F1 F2a F2b F2c F3 F7 F8 F9

Source: ????????

Comment: 16 years as a limit is irrelevant in Norway, due to young people’s legal right to ISCED 3 level education. Consequently, the category “frequency of individuals below 16” is also irrelevant.

Notes to Table W12:

• This table is designed to compute participation rates in almost all the other tables. The first three columns will be denominators in our different participation rates.

• It does not have to be replicated in each year’s file since all periods under study are provided in the same table. It could be shown in the most recent year file and then discarded from the previous year file.

• The eight figures to be provided have only one code for all the year (F1, F2a, F2b, F2c, F3, F7, F8 or F9) but this should not create confusion because they appear in different files according to year.

• F7+F8+F9=F3 and F2a+F2b+F2c=F3

100 Subsequently referred to as 16-64 outside ET 101 Subsequently referred to as 16-64 102 Subsequently referred to as 0-100

77

Table W13 – Distribution of participants in the recognition process by age – Year yyyy

Age Frequency of participants Frequency in the age group (population size) 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65

Comment: Average age for participants in the recognition process is 37 years.

78

Table W13 – Distribution of participants in the recognition process by age – Year yyyy

(continued)

Age Frequency of participants Frequency in the age group (population size) 66 67 68 69 70 71 72 73 74 Total F4 F2

Source: ????????

Notes to Table W13:

• An assumption here is that compulsory schooling ends at the age of 16; please change when appropriate (it is 18 in some countries).

• This table should allow for computing age specific participation rates.

• Please provide data for all available years .

Table W14a – Distribution of participants in the recognition process by type of subject – Year 2003 Type of learning outcomes recognised

Frequency %

Total 10 500* 100 % Vocational tracks** 8 400 80 % Academic track 2 100 20 %

Source: Vox

* Only including ISCED 3.

** Large proportion related to the “health and social services” program.

Notes to Table W14:

From the total number of participants, a distinction is introduced in terms of type of learning outcomes recognised; the country should provide the categories and a possibility is to do it by sector: agriculture, service, industry and to break these categories down as far as possible (see Table W10 or W44 as possible examples).

Table W14b) - Distribution of participants in the recognition process by type of subject in one of the county authorities

Subject 2004 2005 2006 Common general subjects 148 210 219 Building and Construction 6 12 16 Electrical Trades 14 17 17 Arts, Crafts and Design 31 14 18 Hotel and catering 8 1 15 Health and care 610 517 561 Chemical and Processing Trades 3 15 3 Engineering and Mechanical Trades 55 68 76

79

Agriculture, Fishing and Forestry 10 13 9 Technical Building trades 9 3 4 Woodworking Trades 0 1 2 Media and communication 4 4 5 Sales and Service Trades 49 33 58 Unknown 69 37 38 SUM 1016 945 1041

Table W14c – Distribution of participants in the recognition process for admission to public universities and university colleges by type of study programme (ISCED 5) compared to applicants with general study competence –

Year 2002

Study programme Applicants seeking recognition for admission to a study programme

Applicants with general study competence

Health and social studies

48 % 14 %

Educational studies 18 % 8 %

Business administration studies

4 % 6 %

Natural sciences and engineering studies

5 % 8 %

Other studies 25 % 65 %

Total 100 % (5,460) 100 % (77,784)

Source: Universities and Colleges Admission Service (UCAS)

Notes to table W14b:

This table is compiled by NIFU STEP based on Helland & Opheim 2004 p. 54

80

Table W15 – Distribution of participants in the recognition process by assessment method – Year 2003 Assessment method Frequency % Traditional tests or examinations (Please specify whether it is written or computerised)

Rarely used at ISCED 3 level.

Declarative methods Used at ISCED 3 level

Methods based on observation

Simulations Evidence of work practices;

Used at ISCED 3 level

Portfolio-based approaches (this can be combination of above)

Used at ISCED 3 level

E-portfolio approaches (please attach some description of how e-portfolio is used in your own term).

Mix of written test and practical test

Mix of several methods (Please specify with what methods)

Other 1 Other 2 … Total F4 100

Source: ????????

Comment: Distributions not available.

Notes to Table W15:

• The categories must be provided by the country.

• Please provide a definition for each type of methods; this is at the heart of this activity.

81

Table W16 – Distribution of participants in the recognition process by reason for undertaking a recognition process – Year 2003

Reason Frequency % Personal reasons (better social status, personal development…)

13 %

Education related reasons (going back to study, completing a qualification…)

50 %

Job related reasons (better Wage, job promotion)

37 %

Others (Please specify) Total F4 100

Source: Vox, Kunnskapsgrunnlaget Report 4.

Comment: Data based on a survey of adults enrolled at ISCED level 3 in 2003. 50 % state that their educational goal is to achieve the competencies required to enter higher education. 37 % percent state that they want to achieve a formal vocational qualification. Only 13 % state that their goal is to develop competencies in single subjects only. 34 % of the adults in the survey state that they have undertaken a recognition process.

Notes to Table W16:

• The categories must be provided by the country.

• The categories should be reasonable mutually exclusive.

Table W17 – Distribution of participants in the recognition process by labour force status – Year yyyy

Labour force status

Frequency of participants

Frequency in the LF group (16-64 outside

ET)

Frequency in the LF group

(16-64)

Frequency in the LF group

(0-100)

Employed (total) F5 -- Part time -- Full time --Temporary --Permanent Unemployed F6 Not in the Labour Force, not retired

F7

Retired F8 Total F4 F1 F2 F3

Source: ????????

Data thought to be obtained in Report no 4 in Kunnskapsgrunnlaget from VOX, concerns adults within ups, and does not provide reliable input on occupational status in the “recognition process”.

Notes to Table W17:

• This table deals with participation according to the position in the labour market and will give specific participation rates.

• From the “employed”, part-time contracts are separated from full-time contracts; however, the total of these two lines must equal the “employed” line (F5).

82

• From the “employed”, temporary contracts are separated from permanent contracts; however, the total of these two lines must equal the “employed” line (F5).

• The categories should be the same as in Table W11.

Table W18 – Distribution of employed participants in the recognition process by occupational status – Year yyyy

Occupation (ISCO)

Frequency of participants

Frequency in the ISCO group (16-64 outside

ET)

Frequency in the ISCO

group (16-64)

Frequency in the ISCO group

(0-100)

1. Legislators, senior officials and managers

2. Professionals 3. Technicians and associate professionals

4. Clerks 5. Service workers and shop and market sales workers

6. Skilled agricultural and fishery workers

7. Craft and related trades workers

8. Plant and machine operators and assemblers

9. Elementary occupations

0. Armed forces Total F5 Total employed

(16-64 outside ET)

Total employed (16-64)

Total employed (0-100)

Source: ????????

Notes to Table W18:

• The ISCO coding used is ISCO 1988.

83

Table W19 – Distribution of employed participants in the recognition process by industry – Year yyyy

Industry (NACE)103

Frequency of participants

Frequency in the NACE

group (16-64 outside ET)

Frequency in the NACE

group (16-64)

Frequency in the NACE

group (0-100)

Agriculture, hunting, forestry and fishing (A-B)

Mining and quarrying (C)

Manufacturing (D) Electricity, gas and water supply (E)

Construction (F) Wholesale and retail trade, repairs (G)

Hotels and restaurants (H)

Transport, storage and communication (I)

Financial intermediation (J)

Real estate, renting and business activities (K)

Public administration (L)

Other services (M-Q)

Total F5 Total employed (16-64 outside

ET)

Total employed (16-64)

Total employed (0-100)

Source: ????????

Notes to Table W19:

• What is expected here is the industry where participants usually work, not what they learn or the learning outcomes they want to be recognised.

• The industry coding used is NACE Rev. 1 for EU countries and ISIC for non EU countries.

103 For non EU country, ISIC major divisions.

84

Table W20 – Distribution of participants in the recognition process by educational attainment – Year yyyy

Educational Attainment

Frequency of participants

Frequency in the ISCED group

(16-64 outside ET)

Frequency in the ISCED group

(16-64)

Frequency in the ISCED group

(0-100) ISCED 0 ISCED 1 ISCED 2 ISCED 3 ISCED 5 ISCED 6 ISCED 7 Total F4 F1 F2 F3

Source: ????????

Notes to Table W20:

• What is expected here is the level of educational attainment of participants before they become more qualified though the recognition process.

• The ISCED classification is detailed for comparative purposes but the authors may want to fill in the next table (W21) if such detailed data are not available.

• Please provide data for as many years as possible.

Table W21 – Distribution of participants in the recognition process by aggregated educational attainment – Year yyyy

Educational Attainment

Frequency of participants

Frequency in the ISCED group

(16-64 outside ET)

Frequency in the ISCED group

(16-64)

Frequency in the ISCED group

(0-100) ISCED 0-2 ISCED 3 ISCED 5-7 Total F4 F1 F2 F3

Source: ????????

Notes to Table W21:

• This is the exact same table as Table W20 but with the usual grouping of the ISCED code.

• Please provide data for as many years as possible.

85

Table W22 – Distribution of participants in the recognition process by place of birth – Year yyyy Place of Birth Frequency of

participants Frequency in the group (16-64 outside ET)

Frequency in the group (16-

64)

Frequency in the group (0-

100)

Born in the country and citizen of the country

Born outside the country and citizen of the country

Born outside the country and not citizen of the country

Total F4 F1 F2 F3 Source: ????????

Notes to Table W22:

This way of building the table is useful to trace the migration patterns of individuals but figures may not be available and authors could fill in the next table (W23).

Table W23 – Distribution of participants in the recognition process by aggregated place of birth – Year yyyy

Place of Birth Frequency of participants

Frequency in the group

(16-64 outside ET)

Frequency in the group (16-

64)

Frequency in the group (0-

100)

National Foreigner Total F4 F1 F2 F3

Source: ????????

Notes to Table W23:

This table complements or replaces the previous one in case the data are not available for Table W22.

Table W24 – Distribution of participants in the recognition process by duration of recognition process – Year 2003

Number of hours spent in the recognition process

Frequency %

0-9 10 500* 100 % * 9-49 50-99 100-199 200+ Total 10 500 100

Source: Vox

* Estimate only for ISCED 3. Data for higher education is not available.

Notes to Table W24:

If the data are available in days, use 8 hours per day to convert or provide the table in days.

86

Table W25 – Distribution of participants in the recognition process by region of residence – Year yyyy

Region

Frequency of participants

Frequency in the region (16-64 outside ET)

Frequency in the region (16-

64)

Total population of the region (0-

100)

Region 1 Region 2

… …

Total F4 F1 F2 F3

Source: ????????

Notes to Table W25:

Appropriate regions must be inserted in an alphabetical order;

Table W26a – Participation and non participation in the recognition proces

– Year yyyy

Reasons Frequency % Participants F4 Did not take nor wanted to participate Wanted to participate but did not Total F1 100

Source: ????????

Notes to Table W26a:

This table requires that a specific survey has been carried out. If it is the case, the idea is to give a sense of dimensions along the line of non participation in a recognition programme.

Table W26b – Reasons for not participating in the recognition process – Year yyyy

Reasons Frequency % Lack of time Lack of employer support Lack of knowledge about such process Lack of money Lack of guidance … Total F1 100

Source: ????????

87

Notes to Table W26b:

• This table requires that a specific survey has been carried out. If it is the case, the idea is to give a sense of dimensions along the line of non participation in a recognition programme.

• The categories must be provided by the country. • The categories should be reasonable mutually exclusive.

3.4. Outcomes, for individuals, of participation in the recognition process

Table W27 – Distribution of participants in the recognition process by level of attainment after the recognition process – Year yyyy

Change in the level of attainment

Frequency of participants for which this is true (and %)

Frequency of participants for which this is not true (and %)

Did improve qualification level From level A(specify) to B (specify)

From level A(specify) to B (specify)

…….(Add more, if any) Did not improve qualification level (completed the process but proportion where an increase in qualification level was not possible or not allowed)

Did not improve qualification level (Among the above category, proportion that failed the process and, therefore, an increase of level was not allowed)

Total F4

Source: ????????

Notes to Table W27:

• This table is intended to help better understand the improvement in participant’s level after a recognition process.

• The number and the percentage (in parenthesis) are asked. The percentage in the 2 column should add up to 100.

• It may appear difficult to fill in but any data will be of great use.

Table W28 – Distribution of participants in the recognition process by labour force status before the recognition process

and 6 months after the end of this process – Year yyyy

After: Before:

Employed Unemployed

Entrepreneur Out of Labour Force not Retired

Retired Total

Employed F5 Unemployed F6 Out of labour force not retired

F7

Retired F8 Total F4

Source: ????????

88

Notes to Table W28:

• This table is one of the few which cross tabulates the same information spaced across two time periods: before the recognition process and 6 months after.

• It is designed to provide information of outcomes of the recognition process in terms of labour force status improvement.

Table W29 – Distribution of participants in the recognition process by labour force status before learning and 12 months

after the end of this process – Year yyyy

After: Before:

Employed Unemployed Entrepreneur Out of labour force not retired

Retired Total

Employed F5 Unemployed F6 Out of labour force not retired

F7

Retired F8 Total F4

Source: ????????

Notes to Table W29:

This table is identical to table W28 but one year after the end of the recognition process.

3.5. Enterprises and Employers Table W30 – Distribution of employed participants in the recognition of non-formal learning and informal learning by size

of the establishment they are working in – Year yyyy

Establishment/plant size

Frequency of participants

Frequency in the group (16-64 outside ET)

Frequency in the group (16-64)

Frequency in the group (0-100)

0-9 10-49 50-99 100-499 500 and more Total F5 Total employed

(16-64 outside ET) Total employed (16-64) Total employed

(0-100)

Source: ????????

Notes to Table W30:

This table deals with participation in the recognition process according to the size of the establishment (plant) the participants are working in, not the overall size of the Firm or Company. If it is not the case, please specify.

89

3.6. Recognition providers W31 – Characteristics of recognition providers, delivering a formal recognition (qualification, certificate, credits, etc.) for

formal non-formal and informal learning outcomes – Year 2003

Type of firms Frequency of firms Turnover Market Share (%) Private firms involved in - - - Of which: . with one person - - - . for profit - - - . not for profit - - - Public institutions (Break-down if necessary/possible: Ministry of Labour, Ministry of Education, Ministry of Economies, education institutions, etc.)

100 %

N.A.

-

Trade Unions - N.A. - Others (Please specify) - - - Total 100 % - -

Source: Vox

Notes to Table W31:

• This table may not be relevant in many countries but may be available in some.

• All figures in column 3 should be in local currency.

• Market shares are based on turnover. If precise figures do not exist, please give estimates.

3.7. Educational institutions

Table W32 –– Distribution of students who received recognition by size and level of educational institutions – Year yyyy

Educational Establishment

Frequency of participants

Frequency of participants at tertiary

level

Frequency of participants

at upper secondary

level

Frequency of participants at secondary

level

Frequency of participants at primary

level

Frequency in the group (0-100)

0-500 500-1’000 1’000-5’000 5’000-10’000 10’000 and more Total F4 Total

(tertiary) Total

(upper-secondary)

Total (secondary)

Total (primary)

Total employed (0-100)

Source: ????????

Notes to Table W32:

• This table is meant to assess the use of equivalency, through recognition process, in entering an educational institution by individuals.

• The aim of this table is to test the assumption that recognition processes is more often used by tertiary level individuals and large-sized tertiary-level institutions.

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Table W33 – Distribution of students that have changed field of study during the year – Year yyyy

Age

Frequency of subject-mobile

students

Frequency of students in the age group

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31-35 36-40 Total

Source: ????????

Notes to Table W33:

• This table aims at evaluating student mobility in terms of subject.

• Please provide all years available; there must be consistent long term time series in this domain.

W34 –Characteristics of recognition provided by education institutions– Year yyyy

Type of recognition by educational institutions

Frequency of tertiary

education institutions

Frequency of secondary

educational institutions

Frequency of primary

educational institutions

Total

Admission 0 Shortening the length of the course 0 Internship as credits/ units 0 Extracurricular activities as credits/units 0 Volunteer activities as credits/units 0 Transferring from one sector to another (e.g. FE, HE, VET)

0

Others (please specify) 0 Total 0

Source: ???????

Notes to Table W34:

This table aims at identifying types of recognition and examining stakeholder behaviour of educational institutions.

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Table W34b – Recognition provided by tertiary education institutions (public universities and university colleges) for admission to a study programme – Year 2001-2006

Year Applicants seeking recognition for admission to a study programme

Applicants found qualified for a study programme

Applicants offered admission to a study programme

2001 6,008 2,946 2,027 *

2002 5,784 3,037 2,122 *

2003 3,180 2,018 1,660

2004 3,356 1,991 1,598

2005 3,028 1,713 1,313

2006 2,709 1,908 1,324

Source: Universities and Colleges Admission Service (UCAS)

Notes to table W34b:

This table is compiled by NIFU STEP based on a note by the Department of Higher Education, The Ministry of Education and Research, October 2006.

* Applicants offered admission, accepted and started as students

3.8. Mobility and transition

Table W35 – Distribution of students that have changed education institution during the year – Year 2003

Age Frequency of institution-mobile students

Frequency of students in the age group

16 17 18 38 179 19 1286 5880 20 1408 6820 21 614 3352 22 235 1573 23 113 1107 24 74 712 25 45 544 26 37 426 27 18 312 28 25 313 29 14 298 30 18 261

31-35 75 1495 36-40 36 939 Total 4036 24211

Source: Statistics Norway/NIFU STEP

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Notes to Table W35:

• Mobility is often used as the main reason for facilitating recognition of learning outcomes; this section aims at assessing to what extent students – and workers (see below) – are mobile.

• The term “student” refers here to individuals registered in an education or training institution.

• This table aims at evaluating student mobility.

• Please provide all years available; there must be consistent long term time series in this domain.

• Please specify the change of institutions (aggregated): e.g. from further education to higher education, from vocational education to higher education, vice versa, etc.

Table W36 – Distribution of students that have changed field of study during the year (programs of study, not subjects) –

Year 2003

Age Frequency of subject-mobile students

Frequency of students in the age group

16 17 18 98 197 19 2717 6041 20 3145 6977 21 1414 3428 22 601 1606 23 341 1130 24 215 727 25 161 554 26 121 432 27 97 318 28 82 317 29 84 302 30 66 264

31-35 304 1247 36-40 192 957 Total 9638 24497

Source: Statistics Norway/NIFU STEP

Notes to Table W36:

• This table aims at evaluating student mobility in terms of subject.

• Please provide all years available; there must be consistent long term time series in this domain.

• Please specify the change of subjects (aggregated): e.g. from literature to business, from mathematics to engineering, etc.

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Table W37 – Distribution of students (newly graduates or drop-out students) that have found a job – Year

yyyy

Age

Frequency of newly graduate

students who found a job within their

country

Frequency of students who have

dropped out during the

course

Frequency of drop-out

students who went back to

study and completed the

level

Frequency of drop-out students went back to study, completed the level and found a job

after the completion of the study (either in their country or in a foreign

country)

Frequency of students in the age

group

16 17 18 19 20 21 22 23 83.3 % 24 81.3 % 25 85.5 % 26 86.5 % 27 87.8 % 28 88.6 % 29 84.0 % 30 87.0 %

31-35 83.3 % 36-40 86.8 % Total 85.9 %

Source: NIFU STEP/Candidate survey 2005 – higher degree candidates (Arnesen)

Comment: Cross-tabulation of age*workforce, not specifically related to educational programme.

Notes to Table W37:

This table aims at collecting traces of drop-out students (e.g. resume study and find a job upon completion of a study course).

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Table W38 – Distribution of geographically mobile students during the year – Year yyyy

Age

Frequency of domestic students who went aboard

to study or to work (please specify the

countries of destination, even

aggregated)

Frequency of domestic

students who used

the recognition system to

find a job or to study in a

foreign country (please

specify the countries of destination

even aggregated)

Frequency of domestic

students who used the

recognition system and

actually found a job

or registered in a study

programme in a foreign

country (please

specify the countries of destination

even aggregated)

Frequency of

geographically-mobile

foreign students into your country

Frequency of

foreign students who used

the recognition system to find a job or to

study into your

country

Frequency of

foreign students

who used the recogniti

on system

and actually found a job or

registered into a study

programme in your

country

Frequency of

students in the age

group

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31-35 36-40 Total 6.5 % for degree

10 % for part-time

Source: NIFU STEP (Wiers-Jensen, Helland & Opheim)

Notes to Table W38:

• This table aims at evaluating student mobility in terms of region of country.

• This might be partially redundant with Table W35 because changing institution may mean changing region or country but some country may have the data only for one of the two tables and we need to cover as much ground as possible.

• This table is to complement W35 in terms of domestic in comparison with cross-border mobility.

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Table W39 – Distribution of employed people that have changed job during the year – Year yyyy

Age

Frequency of mobile

employed people

Frequency of employed people in the age group

16-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 Total

Source: ????????

Notes to Table W39:

• This table aims at evaluating worker mobility; a worker is taken in its broad sense - having a job (employed) or wanting one (unemployed)

• It is the concept of labour force that should be used here (participants in the labour market that is).

• Please provide all years available; there must be consistent long term time series in this domain.

•

Table W40 –Distribution of employed people that have gone back to full-time formal study by using the recognition of non-

formal and informal learning during the year – Year yyyy

Age

Frequency of those employed who went back to formal study

Frequency of those employed who went back to formal study by using the recognition of non-

formal and informal learning

Frequency of employed in the age group

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31-35 36-40 Total

Source: ????????

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Notes to Table W40:

This table aims to verify examine to what extent the recognition of non-formal learning and informal learning has an effect on individual’s up-taking full-time formal study.

Table W41 –Distribution of employed people that have undertook part-time formal study while working by using the

recognition of non-formal and informal learning during the year – Year 2003

Age

Frequency of those employed that have undertook formal

study while working

Frequency of those employed that have undertook formal

study while working by using the recognition of non-formal

and informal learning

Frequency of employed in the age group

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31-35 36-40 Total

Source: Vox

Data split on age contain too few respondents within each category to provide valid evidence.

Notes to Table W41:

This table aims to verify examine to what extent the recognition of non-formal learning and informal learning has an effect on individual’s up-taking part-time formal study.

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Table W42 – Distribution of unemployed people that have found a job by using the recognition of non-formal and informal

learning during the year – Year yyyy

Age

Frequency of those unemployed who have found job

within their country (Please specify in what sectors – even aggregated.)

Frequency of those unemployed who have found job by using the

recognition of non-formal and informal learning within their

country (Please specify in what sectors

– even aggregated.)

Frequency of students those

unemployed who have found job in a

foreign country (please specify the

countries of destination and

sectors of job, even aggregated)

Frequency of students those unemployed who have found job by using the recognition of non-formal and informal learning in a foreign

country (please specify the countries of

destination, and sectors of job even aggregated)

Frequency of students in the age

group

16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31-35 36-40 Total

Source: ????????

Notes to Table W42:

• This table aims to examine to what extent the recognition of non-formal learning and informal learning has an effect on individual’s employment.

• This table is to complement Table W38.

Table W43 – Distribution of active people that have changed region or country during the year – Year yyyy

Age

Frequency of workers geographically-mobile within their country

Frequency of active people geographically-mobile to a foreign country (please specify

the countries of destination, even aggregated)

Frequency of workers in the age

group 16-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 Total

Source: ????????

Notes to Table W43:

• This table aims at evaluating geographical labour force mobility.

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• The term ‘active’ is taken here in a broader sense than just employed: it may mean the people having a job (employed) or wanting one (unemployed). This is the concept of labour force that should be used here (participants in the labour market that is).

• Please provide all years available; there must be consistent long term time series in this domain.

3.9. Broad types of non formal programmes that lead to recognition

Table W44 – Broad types of non formal programmes that are being recognised – Year yyyy

Types of non-formal learning programmes

Percentage of non formal learners that have had their competencies recognised

Percentage of non formal learners that did not have their competencies

recognised Job-related literacy Literacy Numeracy ICT literacy Environmental literacy Health literacy Science literacy Financial literacy Cultural literacy Cooking Gardening Others… Others ….

Notes to Table W44:

• Please add ‘others’ as many as you could identify for types of non-formal learning programmes.

• Please provide definitions for types of literacy or skills that non-formal learning programmes offer and that are recognised by a certain formal means.

• This table should not be confused with table W14. Table W44 refers to specific non formal programmes that may lead to a qualification or not whereas Table W14 asks for any kind of learning outcomes being recognised.

4. Tables for the female group

4.1. Characteristics of female participants

1. The tables 12 to 44 should be provided for the female group. All tables should be cut and pasted and then called the same way except for the first letter that should be F (e.g.: F12 instead of W12).

2. The complete set of F-tables will be spelled out when an agreement is reached on the content of the statistical annex among the participating countries.

5. Tables for the male group

5.1. Characteristics of male participants

3. The tables 12 to 44 should be provided for the male group. All tables should be cut and pasted and then called the same way except for the first letter that should be M (e.g.: M12 instead of W12).

4. The complete set of M-tables will be spelled out when an agreement is reached on the content of the statistical annex among the participating countries.

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6. Tables for future projections

5. This section aims at projecting a future or a trajectory path of ‘recognition of outcomes from non-formal and informal learning’ as opposed to ‘recognition of outcomes from formal learning’. In order to do so, a big picture will be necessary to build analysis such as ‘proportion of provision of formal and non-formal learning programmes’ and ‘proportion of participation in formal and non-formal learning’. Please note that the issue concerning ‘participation in non-formal and informal learning’ will be also addressed in Annex 2.

6.1. Estimated proportion (%) of provision of formal and non-formal learning programmes at post-secondary education and training

Table FP1 – Proportion of provision of formal and non-formal learning programmes

10 years ago 5 years ago

Now 5 years from now

10 years from now

Formal learning programmes Non-formal learning programmes 100% 100% 100% 100% 100%

Notes to Table FP1:

• This table aims to examine the changes of the provider’s side of learning opportunities by estimating the proportion of formal learning programmes and non-formal learning programmes This table aims to examine the changes of the provider’s side of learning opportunities by estimating the proportion of formal learning programmes and non-formal learning programmes

• Even if accurate numbers do not exist, please provide a rough estimate of the situation from 10 years ago to 10 years from now. This will complement to the question: Component 6.d.

• The sum for each column should be added up to 100%

• Please also provide another table which has estimates on the proportion of public and private provision for each box.

6.2. Estimated proportion (%) of participation in formal and non-formal learning

Table FP2 – Proportion of participation in formal and non-formal learning programmes

10 years ago 5 years ago

Now 5 years from now

10 years from now

Participation in formal learning programmes Participation in non-formal learning programmes

100% 100% 100% 100% 100%

Notes to Table FP2:

• This table aims to examine the changes of the learner’s side of learning opportunities by estimating the proportion of participation in formal learning programmes and non-formal learning programmes

• Even if accurate numbers do not exist, please provide a rough estimate of the situation from 10 years ago to 10 years from now. This will complement to the question: Component 6.d.

• The sum for each column should be added up to 100%

• Please also provide 2 tables (one for female, another for male) to allow analysis on participation by gender.

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6.3. Estimated proportion (%) of recognition of formal and non-formal learning

Table FP3 – Proportion of recognition of learning outcomes from formal and non-formal/informal learning opportunities

10 years ago 5 years ago

Now 5 years from now

10 years from now

Recognition of outcomes from formal learning opportunities

Recognition of outcomes from non-formal and informal learning opportunities

100% 100% 100% 100% 100%

Notes to Table FP3:

• This table aims to examine the changes of the recognition practices by estimating the proportion of recognition of skills, knowledge and experience derived from formal learning and those from non-formal and informal learning

• Even if accurate numbers do not exist, please provide a rough estimate of the situation from 10 years ago to 10 years from now. This will complement to the question: Component 6.d.

• The sum for each column should be added up to 100%

• Please also provide 2 tables (one for female, another for male) to allow analysis on recognition recipients by gender.

ANNEX 2. PROPOSED TABLES FOR SUPPLEMENTARY DATA – EDUCATION AT A GLANCE

Table 4. Table of Contents for Annex 2

1. Explanatory notes 2. Tables to update 2.1. Tables from Education at a Glance (2005) 2.1.a – Participation in formal and/or non-formal education and training by educational attainment and gender

2.1.b – Participation in formal and/or non-formal and/or informal education and training, by educational attainment and gender 2.1.c - Participation of the labor force in non-formal job-related continuing education and training, by level of educational attainment 2.1.d - Participation in non-formal job-related continuing education and training, by employment status 2.1.e - Participation in non-formal job-related continuing education and training for the labor force, by age and gender 2.1.f - Participation in non-formal job-related continuing education and training, for the employed, by level of education attainment and industry 2.1.g - Participation in non-formal job-related continuing education and training for the employed, by occupation group

2.2. Tables from Education at a Glance (2006, forthcoming) 2.2.a – Participant rate and expected number of hours in non-formal job-related education and training by level

of educational attainment 2.2.b – Expected number of hours in non-formal job-related education and training for all levels of educational attainment, by gender 2.2.c – Expected number of hours in non-formal job-related education and training, by level of educational attainment

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